Breakout Sessions

Abstract

All teachers have by now experienced the struggle of designing engaging and meaningful blended learning tasks. Research has shown many benefits of Game-Based Learning (GBL) in the classroom: it is an immersive experience that allows students to construct their own understanding in a highly engaging environment. It's also fun, which increases student motivation to learn.

In this presentation, I share a lesson I conducted with my students using the free mobile game “Cut The Rope” – a physics-based puzzle game. First, they play the game at home. In groups, they discuss questions that analyse the physics of the game (from simple questions on basic concepts to complex and open-ended ones like how realistically the physics has been modelled in the game). Finally, they present their answers in class, and the discussion allows them to consolidate their learning.

In a post-lesson survey, students indicated high levels of engagement and increased interest in physics. They enjoyed playing the game at home, motivating them to reflect on this experience through the questions and class discussion, thus gaining a deeper appreciation of the physics involved (primarily Dynamics and Forces) and seeing its relevance to their lives.

Abstract

The Singapore Polytechnic’s School of Mathematics and Science (SP MS) strives to build strong foundational skillsets in mathematics, science, statistics, and analytics. The school offers algebra-based physics modules to the Polytechnic Foundation Programme and Diploma in Nautical Science students, and a calculus-based physics module as an elective to students from other diplomas. In our talk, we will showcase various teaching and learning activities developed by the SP MS science team, such as the Predict-Observe-Explain (POE) and home-based experiments using mobile devices. We will also elaborate on the Learning Analytics Networked Tutoring System (LearningANTS), an online tutoring platform where students can progress through various competency levels, from Beginner to Expert, by solving problems with the help of hints, solutions, and diagnostic questions. Lastly, we will highlight our effort to use data and analytics to better monitor and engage the students.

Abstract

Students find physics inherently difficult, demanding, labour-intensive but interesting and fun, because physics requires understanding rather than rote memorization (Angell, 2004). Although teachers do their best to make the learning curve less steep for their students, the indispensable intrinsic complexity and high workload could make these efforts less effective. As a result, students may not appreciate the beauty of understanding the concepts in physics. Sweller’s (1988) cognitive load theory offers useful instructional strategies for teachers to tackle this problem by optimizing the intrinsic load and reducing the extraneous load in students’ working memory. In this presentation, the main principles of the cognitive load theory and the crucial role of working and long-term memory in learning will be highlighted, and how the actionable instructional strategies such as worked examples, self-explanation and retrieval practice could be efficiently implemented in physics lessons will be discussed.

Abstract

In the journey from home to school in a car or public transport, there are many examples of applications of Physics (e.g. mechanics, thermal physics, electromagnetism, waves). The discussion can get interesting on a rainy day or when there are accidents. This is a sharing session but participant contributions are encouraged to enrich the discussion.

Abstract

Recently, much has been discussed about the 7 educational shifts that will drive the optimisation of human potential in Singapore. Among the 7 shifts are the “Learning the art of sensemaking” and “Teaching and Learning better beyond the physical classroom”. Hence, the ability to process and manipulate data and information is critical. In addition, teaching and learning should not just be confined to only textbook questions and solutions.

Hence, in National Junior College, we have planned a weekly timetabled lesson called “Inquiry Hour” where students will be given real-life problems to work in groups. Students will leverage their digital skills where they will use digital sensors, handphone apps etc to collect data and information and apply the theories learned in the classroom to solve real-life problems.

In this presentation, we are showcasing a few activities on how the objectives mentioned above could be achieved. One such activity will be involving students to make in-situ measurements and use a speed sensor to decide on the exact spot to place a cup so that a spherical metal ball will fall into it after travelling a distance along a track constructed by the teachers.

Abstract

Teaching is an art and a science – join in this conversation with MOE HQ specialists about harnessing the affordances of the SLS platform to develop lessons and resources. Using several case studies, we will muse about various design principles that have informed lessons in the MOE Library and Community Gallery since the rollout of the Singapore Student Learning Space (SLS) in 2018. We also seek partnerships with teachers to co-create future resources, so if this may interest you, do join this session.

Abstract

Retrieval practice (RP) helps students return to the knowledge they have previously learned. RP boosts learning by pulling information out of students’ heads. And this has been shown to increase students’ longer-term memory by resetting the forgetting curve. Just like with language, we need to “use it or lose it”.

Flippity is a tool that teachers can use to perform RP. Teachers use Google spreadsheets to make virtual flashcards (without having to open an account) which students can then use to review knowledge in the flashcards anytime, anywhere.

A set of Flippity cards was designed on Photoelectric Effect and a class activity was carried out in May 2022. They all enjoyed the activity and a majority said they would use the cards to revise for examinations. Some even wanted to design their own Flippity cards in replacement of traditional hardcopy flash cards.

Abstract

We will present a structural outline of and share reflections on QCamp, a week-long summer camp hosted by the Centre for Quantum Technologies at the National University of Singapore for pre-university students. QCamp aims to cultivate intuitive, collaborative, and fun engagement with quantum technologies.

Our approach prioritizes intuition and curiosity: we take a quantum informational perspective, which remains accessible to students with a secondary school understanding of matrices while laying a solid technical foundation for independent exploration of the quantum world. Our teaching strives to support diverse ways of digesting the topic and seeking help to cater to various learning styles and instil confidence. Most importantly, we want to create positive memories for the students that they can connect to the learning experience.

Students first engage with the material through lectures and collaborative exercises. Equally important are activities that relate the lectures to real-world applications. These included lab visits, talks by experimentalists, a career advice session from the cofounder of a quantum startup, and a hands-on experiment. Furthermore, to encourage holistic thinking, QCamp 2022 also introduced discussion circles where students were encouraged to freely discuss social, cultural, and philosophical aspects.

Abstract

This sharing is about how physics practical skills and knowledge are being assessed in the IBDP curriculum. The aim of this sharing is to create awareness of how the assessment curriculum is able to offer opportunities of independence of mind, resourcefulness in investigation and research skills, and application of scientific theories to topic of investigation, in the students. At the same time, the nature of science is being practiced and honed when a student journeyed through the physics internal assessment. In the traditional mode of physics practical assessments, all students are tested with the same experiments and questions. This inherently limits the space for students to explore the theories of physics in the applied domains. Sadly, students see the means to perform well in such assessment modes will be through rigorous drills, practice, tests and regurgitating standard examination answers. These examination techniques worked well for the students in the short term. In the long term, it will impair the interest of students to develop skills of self-learning and acquire a resilience of learning new skills. The physics internal assessment in the IBDP takes the form of a self-initiated investigation through a focused, physics-based research question.

Abstract

Internet of Things (IoTs) technology is widely implemented in today’s world. There are numerous hardware and software platforms available for engineers and hobbyists to develop DIY-IoT devices, with a lower learning curve. At SUTD, multiple hands-on activities using reverse engineering pedagogy were developed. Reverse engineering method was employed to reveal the working principles of known commercial products through analysis of its structure, function, and operation. Such devices were disassembled and modified with sensors for real-time remote/wireless measurement and long-term datalogging using IoTs.

In this presentation, we will share use cases of DIY IoT devices as teaching and learning tools to conduct experiments and collect data (i.e., temperature, current) wirelessly. We have since developed three such activities (i.e., Remote Lab): Nespresso coffee machine, vortex tube and solar panel measurement.

Such Remote Lab is customizable according to experiment needs and conveniently accessible for students to run experiment and collect data from their laptops remotely. Long-term data collection (several days to weeks) can also be conducted. In addition, seeing DIY IoT devices motivates students in STEM education and spark interest in IoTs.

Abstract

In this session, Dr Wang will share more about the various pedagogies that can help students learn more effectively. He will follow up from his welcome address and share examples for further discussion. This session is a light hearted one where teachers can engage in conversations with Dr Wang to find out how best to motivate students based on their learning needs and interests.

Abstract

Scientific laboratories are among the most challenging course components to integrate into collaborative instruction. Available technology restricts the design and nature of experiments, and it can be hard to replicate the collaborative lab environment where frequent and immediate instructor feedback is the norm. The Interactive Online Lab (iOLab) device is a handheld data-gathering device that gives students a unique opportunity to see the concepts of physics in action anywhere with minimum set-up. Using iOLab, we designed and experimented with a lab course for students to do reliable, sense-making, inquiry-based and hands-on lab lesson. We conclude with some example lab lessons on kinematics, force and dynamics.