Abstract
Science education research involves systematic inquiry into the teaching and learning of science. Research can be utilised to solve problems in the science classroom, for example, educational researchers seek to determine how to help students learn difficult concepts or how to facilitate students’ engagement in scientific inquiry and argumentation. Research findings can be disseminated through the publication of books, journal papers and articles for teachers, as well as presentations during conferences, workshops and formal courses. Teachers who have read the publications or attended the presentations may gain new perspectives and understandings, and these may encourage the teachers to examine and rejuvenate their practices. When teachers engage in research themselves or collaborate with educational researchers, they may also gain new experiences and insights which can impact on how they think and act. Thus, the impact of research on science classroom practices can be considerable, especially in Singapore, where there is close collaboration in the research-practice enterprise between the researchers from the National Institute of Education, schools and the Ministry of Education.
This is a preview of subscription content, log in via an institution to check access.
Access this chapter
Tax calculation will be finalised at checkout
Purchases are for personal use only
References
Barber, M., & Mourshed, M. (2007). How the world’s best-performing school systems come out on top. Hoboken, NJ: McKinsey & Company. Retrieved from https://www.mckinsey.com/~/media/mckinsey/industries/social%20sector/our%20insights/how%20the%20worlds%20best%20performing%20school%20systems%20come%20out%20on%20top/how_the_world_s_best-performing_school_systems_come_out_on_top.ashx.
Barnett, J., & Hodson, D. (2001). Pedagogical context knowledge: Toward a fuller understanding of what good science teachers know. Science Education, 85(4), 426–453.
Cain, T. (2015). Teachers’ engagement with published research: addressing the knowledge problem. The Curriculum Journal, 26(3), 488–509.
Cartrette, D. P., & Bodner, G. M. (2010). Non-mathematical problem solving in organic chemistry. Journal of Research in Science Teaching, 47(6), 643–660.
Collins, A., Brown, J. S., & Holum, A. (1991). Cognitive apprenticeship: Making thinking visible. American Educator, 15(3), 6–11–38–46.
Cordingley, P. (2008). Research and evidence-informed practice: Focusing on practice and practitioners. Cambridge Journal of Education, 38(1), 37–52.
Creswell, J. W. (2014). Educational research: Planning, conducting and evaluating quantitative and qualitative research (4th ed.). Harlow, UK: Pearson.
Davies, H., & Nutley. S., (2008). Learning more about how research-based knowledge gets used: Guidance in the development of new empirical research. New York: William T. Grant Foundation. Retrieved from http://wtgrantfoundation.org/library/uploads/2015/10/Guidance-in-the-Development-of-New-Empirical-Research.pdf.
Eryilmaz, A. (2002). Effects of conceptual assignments and conceptual change discussions on students’ misconceptions and achievement regarding force and motion. Journal of Research in Science Teaching, 39(10), 1001–1015.
Hung, D., Lee, S.-S., & Teh, L. W. (2015). Scaling from the perspectives of policymakers and practitioners from Singapore. In C.-K. Looi & L. W. Teh (Eds.), Scaling educational innovations (pp. 31–50). Singapore, Singapore: Springer.
Kessels, J. P. A. M., & Korthagen, F. A. J. (1996). The relationship between theory and practice: back to the classics. Educational Researcher, 25(3), 17–22.
Levin, B. (2011). Mobilising research knowledge in education. London Review of Education, 9(1), 15–26.
Levin, B. (2013). To know is not enough: research knowledge and its use. Review of Education, 1(1), 2–31.
Lim, E., Tan, K. C. D., & Yeo, J. (2018). The impact of multimodal representations on students’ understanding and competency in multimodal representation of heat transfer. Paper presented at 2018 International Conference of East Asian Association for Science Education, Hualien, Taiwan.
Luft, J. A. (2001). Changing inquiry practices and beliefs: The impact of an inquiry-based professional development programme on beginning and experienced secondary science teachers. International Journal of Science Education, 23(5), 517–534.
Kapur, M., & Bielaczyc, K. (2011). Designing for productive failure. Journal of the Learning Sciences, 21(1), 45–83.
Mamlok-Naaman, R., Rauch, F., Markic, S., & Fernandez, C. (2013). How to keep myself being a professional chemistry teacher. In I. Eilks & A. Hofstein (Eds.), Teaching chemistry – A studybook: A practical guide and textbook for student teachers, teacher trainees and teachers (pp. 269–298). Rotterdam, The Netherlands: Sense.
Millar, R., & Hames, V. (2006). Using designed teaching materials to stimulate changes in practice. In R. Millar, J. Leach, J. Osborne, & M. Ratcliffe (Eds.), Improving subject teaching: Lessons from research in science education (pp. 100–116). London: Routledge.
Millar, R., Leach, J., Osborne, J., & Ratcliffe, M. (2006). Research and practice in education. In R. Millar, J. Leach, J. Osborne, & M. Ratcliffe (Eds.), Improving subject teaching: Lessons from research in science education (pp. 3–23). London: Routledge.
Ministry of Education, Singapore. (2011). New “Teach” framework to enhance the quality of the teaching force. [Press release]. Retrieved from https://www.moe.gov.sg/news/press-releases/new-and8220teachand8221-framework-to-enhance-the-quality-of-the-teaching-force.
Ministry of Education, Singapore. (2012a). Science syllabus: Lower Secondary: Express/Normal (Academic). Retrieved from https://www.moe.gov.sg/docs/default-source/document/education/syllabuses/sciences/files/science-lower-secondary-2013.pdf
Ministry of Education, Singapore. (2012b). Subject chapters. Retrieved from https://www.academyofsingaporeteachers.moe.gov.sg/networked-learning-communities/subject-chapters.
Ministry of Education, Singapore. (2015). Masterplan 4: Visions and goals. Retrieved from https://ictconnection.moe.edu.sg/masterplan-4/vision-and-goals.
Ministry of Education, Singapore. (2018). Education system. Retrieved from https://www.moe.gov.sg/education/education-system.
Ministry of Education, Singapore. (2018b). Education statistics digest 2018. Retrieved from https://tc2019.sg/about/.
Ministry of Education, Singapore. (2019). About teachers’ conference 2019. Retrieved from https://www.moe.gov.sg/docs/default-source/document/publications/education-statistics-digest/esd_2018.pdf.
Ministry of Education, Singapore, & University of Cambridge Local Examination Syndicate. (2013). Chemistry: Higher 2 (Syllabus 9647). Singapore, Singapore: Authors. Retrieved from http://www.seab.gov.sg/content/syllabus/alevel/2015Syllabus/9647_2015.pdf.
Nelson, S. R., Leffler, J. C., & Hansen, B. A. (2009). Toward a research agenda for understanding and improving the use of research evidence. Portland, OR: Northwest Regional Educational Laboratory.
Nutley, S., Davies, H., & Walter, I. (2002). Evidence based policy and practice: Cross sector lessons from the UK. Retrieved from https://www.kcl.ac.uk/sspp/departments/politicaleconomy/research/cep/pubs/papers/assets/wp9b.pdf.
OECD. (2016a). PISA 2015 results (volume I): Excellence and equity in education. Paris: PISA, OECD Publishing.
OECD. (2016b). PISA 2015 results (volume II): Policies and practices for successful schools. Paris: PISA, OECD Publishing.
OECD. (2018). The future of education: Education 2030: The future we want. Retrieved from https://www.oecd.org/education/2030/E2030%20Position%20Paper%20(05.04.2018).pdf.
Ostermeier, C., Prenzel, M., & Duit, R. (2010). Improving Science and Mathematics Instruction: The SINUS Project as an example for reform as teacher professional development. International Journal of Science Education, 32(3), 303–327.
Paik, S. H., Cho, B. K., & Go, Y. M. (2007). Korean 4- to 11-year-old students conceptions of heat and temperature. Journal of Research in Science Teaching, 44(2), 284–302.
Ratcliffe, M., Bartholomew, H., Hames, V., Hind, A., Leach, J., Millar, R., & Osborne, J. (2004). Science education practitioners’ views of research and its influence on their practice. York, UK: University of York. Retrieved from https://eprints.soton.ac.uk/58240/.
Reiner, M. (2009). Sensory cues, visualisation and physics learning. International Journal of Science Education, 31(3), 343–364.
See, B. H., Gorard, S., & Siddiqui, N. (2016). Teachers’ use of research evidence in practice: A pilot study of feedback to enhance learning. Educational Research, 58(1), 56–72.
Sere, M.-G. (2002). Towards renewed research questions from the outcomes of the European project ‘Labwork in Science Education’. Science Education, 86(5), 624–644.
Tan, K. C. D., & Gilbert, J. K. (2014). Chemistry teaching: Impact of research on practice. Chemistry Education Research and Practice, 15(2), 207–218.
Tan, K. C. D., & Gilbert, J. K. (2018). Changing practice: The impact of research. In J. Yeo, T. W. Teo, & K.-S. Tang (Eds.), Science education research and practice in Asia-Pacific and beyond (pp. 135–150). Singapore, Singapore: Springer.
Tan, K. C. D., Tan, I., & Chew, C. (Eds.). (2017). Alternative conceptions in the Singapore science classroom – Exploring what students know (or don’t know). Singapore, Singapore: Ministry of Education.
Tan K. C. D., Tan, I., & Chew, C. (2019, May). Addressing students’ alternative conceptions: research-informed strategies developed in the science classrooms. Paper presented at the Teachers’ Conference 2019, Singapore.
Tseng, V. (2012). The uses of research in policy and practice. Social Policy Report, 26(2), 3–16.
Tytler, R., Prain, V., Hubber, P., & Haslam, F. (2013). Reasoning in science through representation. In R. Tytler, V. Prain, P. Hubber, & B. Waldrip (Eds.), Constructing representations to learn in science (pp. 83–107). Rotterdam, The Netherlands: Sense Publishers.
Walter, I., Nutley, S., Percy-Smith, J., McNeish, D., & Frost, S. (2004). SCIE Knowledge review 07: Improving the use of research in social care. London: Social Care Institute for Excellence/Policy Press. Retrieved from https://lx.iriss.org.uk/sites/default/files/resources/kr07.pdf.
Yeo, J., Tan, K. C. D., & Tan, P. H. (2018). From images to writing: A representation-based approach to learning abstract concepts in primary science. Paper presented at 2018 International Conference of East Asian Association for Science Education, Hualien, Taiwan.
Acknowledgements
The material reported in this paper was based on studies supported by research grants (AFR 02/15 JY) from the Singapore Ministry of Education (MOE) and (RS 2/14 TKC) from the National Institute of Education (NIE), Nanyang Technological University, Singapore. Any opinions, findings and conclusions or recommendations expressed in this material are those of the authors and do not necessarily reflect the views of the Singapore MOE and NIE.
Author information
Authors and Affiliations
Corresponding author
Editor information
Editors and Affiliations
Rights and permissions
Copyright information
© 2021 Springer Nature Singapore Pte Ltd.
About this chapter
Cite this chapter
Tan, K.C.D., Yeo, J. (2021). Moving Research into the Classroom: Synergy in Collaboration. In: Tan, O.S., Low, E.L., Tay, E.G., Yan, Y.K. (eds) Singapore Math and Science Education Innovation. Empowering Teaching and Learning through Policies and Practice: Singapore and International Perspectives, vol 1. Springer, Singapore. https://doi.org/10.1007/978-981-16-1357-9_15
Download citation
DOI: https://doi.org/10.1007/978-981-16-1357-9_15
Published:
Publisher Name: Springer, Singapore
Print ISBN: 978-981-16-1356-2
Online ISBN: 978-981-16-1357-9
eBook Packages: EducationEducation (R0)