Poster Gallery

There are six contributed posters for IPSG 2024.

Click on the titles below to view the respective posters! 

Structuring Deliberate Practice Through e-Pedagogy

Sean TAN Yong Yi

River Valley High School

We strive to create technology-enabled learning experiences steeped in structure and deliberate practice for students to achieve mastery in skills and competencies, in accordance with the Practices of Science.

We bring the participants through our journey of coming up with a Physics lesson leveraging on the affordances of technology exploring the Design Considerations in the application of e-Pedagogy in the crafting of the lesson. During enforced laboratory closures, students are still able to gain access to practical-related video-based resources through lesson packages curated based on the Key Applications of Technology and immersive activities guided by Active Learning Processes. Questions in these packages relate to the demonstration of science inquiry skills and are crafted based on the procedures demonstrated in the videos.

Students’ learning is captured in SLS where auto-marking and feedback is provided, supporting Assessment for Learning. Hands-on practical skills although best to be experienced in-person, with the correct use of technology, learning can still be optimised through revisitation and visualization.

Illustratum 2024

TAN Jyh Harng

National University of Singapore

Organised by the Department of Physics from NUS, Illustratum is an unconventional Physics competition for local students where they are given the opportunity to showcase their Science Communication skills on a Physics concept. No restrictions are given on presentation format except a 10-minute presentation time limit. Clinics and workshops will also be offered to participants to enhance their experience.

Envisioning A System For Personalized Learning

LIM Yeow Heng, POH Boon Hor, YEEM Kai Ean Silas

NUS High School

Students learn at different paces, and may not always be metacognitively aware of their learning gaps. Hence learning, and formative assessments in particular, work better when customized to the individual student. 

Due to time and manpower constraints, often the design of the next formative assessment (or the next learning step) does not take into account individual readiness and competencies that have been revealed in prior assessments. The result is a one-size-fit-all solution to meet the perceived needs of the average student but is optimized for none.

We envision an adaptive learning system that provides personalized learning pathways through formative assessments. We also brainstorm a wish-list for such a learning system from students' and teachers' perspectives. For example, AI can be leveraged to analyze incoming assessment data to discover/modify personalized learning pathways, generate assessment items, and also to act as 24/7 learning assistant. Neuroscience schemes (such as interleaving and spaced repetition) can also be embedded. The system should also be teacher-customizable and enables student agency.

Blended Learning @ EJC

Claudia TAN, Felix LIM, KOH Siong Yang, HO Hon Wing, Rizal Abu Bakar, SOO Pui Wah

Eunoia Junior College

If there was a silver lining to the COVID-19 pandemic, it has to be how it accelerated the change that is long overdue for educators in Singapore. Once considered the primary source of knowledge, teachers’ roles have rightfully changed in response to rise in use of technology for work, entertainment and education. Technology has enabled the knowledge-transmission stage of a typical classroom to be placed in the hands of learners, such that learners now have a choice of when to learn, where to learn, how fast lesson goes, and how much to learn within a weekly cycle. Face to face lessons are used more effectively, to deepen students’ understanding through social and active learning strategies. At EJC, we believe that learning is both a social and personal endeavor. We want them to have fun learning and to teach one another as part of their learning process.

Exploring EMI with iOLab

NEO Chai Seng, KHOO Bee Chan, PANG Sze Kiang, Annie KOH, Alfred TWANG

Millennia Institute

The use of integrated sensors in Physics inquiry present opportunities for students to handle large data and acquire data capturing, analysis and interpretation skills. This is relevant to the shift in the revised physics curriculum towards strengthening digital literacy. Hence we incorporated the use of IOlab in lessons, particularly on the teaching of Electromagnetic Induction (EMI) where we used the Predict, Observe and Explain strategy to engage students and deepen their understanding of EMI.

Redefinition of SI Units

NG Wee Hoe

National Metrology Centre, Agency for Science, Technology and Research

Measurement scientists and representatives of the member states of the Metre Convention (an international treaty on measurement), approved the revisions to the SI Units in 2018, which defined the SI based on the fixed numerical values of a set of seven defining constants from which the definitions of the seven base units of the SI are to be deduced. The redefinition became effective on 20 May 2019, which is a World Metrology Day celebrated annually by measurement scientists and engineers worldwide to commemorate the founding of the Metre Convention on 20 May 1875. In this presentation, we provide the background information on the SI, the international framework for their realisations and dissemination to harmonise measurement for scientific advancement, technological innovation, and fair trade. We also discuss the reasons for the redefinitions, and the implications to the world of measurement.