TJC Science Department

Our TJC Science Department comprises 3 units – Biology, Chemistry and Physics.

Curriculum & Pedagogies

With changes on the emphasis of science education from knowledge acquisition to an acquisition of lifelong skills such as process skills, thinking skills and problem solving skills, there is a shift in the goals of science education in TJC. Such changes have been prompted by both pragmatic reasons as well as findings from recent research on science learning which revealed that the emphasis on acquisition of scientific knowledge in traditional instruction has resulted in students acquiring a large body of facts, rules and principles and skills on solving simple structured problems. This results in a knowledge-unproblematic epistemology of science. Students may still lack deep scientific knowledge and skills and are unable to participate effectively in scientific discourse. As a result, they are not able to meaningfully apply scientific concepts to their daily life.

Therefore, in TJC, the focus of science education on students is “learning to be” scientists rather than “learning about” science, reflecting the authentic practices of scientists – the inquiry process that scientists use in knowledge building, the disciplinary practice and communication patterns.

The Science Department has progressed from dependence on the usual expository teaching approach (lecture/ tutorial system) to placing stronger emphasis on better engagement of students in the teaching and learning process. Some examples of approaches and strategies used to better engage students and promote independent learning are:

The THINK© Cycle

When the College started its Integrated Programme, the Temasek Academy (TA), in 2005, there was an opportunity to reconfigure pedagogical approaches to better cater to the need of students in order to provide them with quality education that will prepare them for life. Thus, TA students were introduced to the THINK© cycle, an adaptation of Problem-Based Learning (PBL), as the main pedagogical tool for the teaching of Science. The THINK© cycle is an intuitive 5-step learning pedagogy incorporating the following steps: Triggers, Harness, Investigate, Network and Know, as shown in Figure 1.

Figure 1: Model of the THINK© Cycle

After the initial lesson, students undergo a self-directed process of identifying gaps in their understanding, investigating them, and finally discussing any remaining doubts with their peers or tutors.

The Science Curriculum Design Team also conceptualised a knowledge-building software that allows asynchronous anytime, anywhere learning using the THINK© cycle pedagogy, supported by technology tools and resources such as laptops or tablet PCs within a college-wide wireless infrastructure. With the THINK© cycle, students simultaneously learn subject matter and develop process skills while solving-real world problems. These practices enable the students to be proactive and critical thinkers capable of self-guidance and reflection when involved in a problem-solving situation.

The THINK© cycle has since been adapted for the mainstream JC student population. A rigorous study conducted in 2006 on the effectiveness of the THINK© cycle approach for mainstream JC 1 students indicated that students developed a deeper understanding of the concepts without compromising their performances on paper-and-pen tests.

Problem-based learning (PBL) and Seminar Style Teaching

PBL is an effective mode of teaching and learning Biology as students are given real-life diseases/ scenarios to research on and find solutions to. Real-life scenarios often pique and sustain students’ interest in learning. At TJ, PBL lessons, such as CSI, Big Breakfast, Maple Syrup Urine Disease, Sickle Cell Anaemia, enable students not only relate what they learn with real-life scenarios but also enable them to draw connections between topics and subjects.

Physics seminars, on the other hand, are seminar sessions that involve occasionally bringing students out of the lecture groups for topics such as Waves and Electromagnetic Induction for an opportunity to participate in seminar-style collaborative inquiry learning.

Modelling

The use of modelling is essential in science to represent what would otherwise be invisible to the naked eye. Modelling of various biological processes provides students with a hands-on opportunity to simulate otherwise invisible and intangible processes occurring inside the cell, for instance nuclear division and protein synthesis. Modelling kits are designed and put together in-house as we believe that this tactile and visual approach of discovery and learning is especially constructive.This is also used in the subject of chemistry where models at the molecular level or atomic structure are used to make teaching certain concepts more visually engaging and easier to comprehend.

Experiments

Other than the usual Schoolbased Practical Assessments, experiments in TJ are conducted distinctively. At Temasek Academy, instead of being spoon-fed of the correct procedures to carry out, students are given the opportunity to design their own experiments. As a result, they are trained to explore in-depth and to evaluate their set-ups critically. Such experiences will put them in good stead for research careers in the future. For our JC students, they are given the unique opportunity to work on biotechnological and cell and molecular experiments, such as plating of bacteria and working with viruses, as part of the “Applications” syllabus.

SynTactic©

SynTactic© is an organic chemistry card game developed in-house by a chemistry tutor in TJC, Mr Low Kian Seh. This game has proved particularly effective in helping students internalise their knowledge of the reagents and conditions required for various organic reactions. Inter-class competitions have been held since 2007 where representatives from each class will compete with one another to be the SynTactic© champion.

E-learning Modules

E-Learning is used for certain topics where videos and animation clips are useful in helping students develop a deeper understanding of various abstract scientific concepts. These modules also develop learner independence as they encourage students to seek their own answers (perhaps on the Internet) to queries that they may have regarding the online lesson.

Online Support for Teaching and Learning

Apart from the knowledge-building software used to support the THINK© cycle, the e-learning modules and online quizzes, the department also makes use of the College Learning Management System (LMS), the MaTrix. Resources such as notes, PowerPoint slides and other learning materials are made accessible to students via the MaTrix.

Assessment

Regular assessment is very important in monitoring the progress of students as it helps tutors identify students who might require more help. The more capable students can also be identified so that they can be better stretched and developed. The department thus has a system of quizzes and tests in place.

Frequent, short class quizzes serve a diagnostic purpose for both teachers and students. The standard pen-and-paper lecture tests and common tests provide yet more rigorous measures and indicators of the progress of the students. Quizzes are created on the school's MaTrix, which is a Learning Management System (LMS), and these are designed to assess students’ understanding.

The department has also modified the standard College rubrics for assessing class participation, taking into account the peculiarities of each subject. This encourages students to participate actively during class discussions.

We invite you to learn science in an authentic way with us!

External Networking

Special Lectures

Field Trips

These trips are conducted at least once a term for all the three sciences. Field trips provide an outside-the-classroom context for students to explore and learn. Through explanations from the field experts and guided discussions and assignments, students have had tremendous takeaways from these learning journeys. Some examples of the places that students have been to include Pasir Ris Park mangrove, Pulau Semakau inter-tidal walk, Alpha Synovate biodiesel plant.

Action Research

Tutors are also encouraged to be reflective practitioners. Science Department tutors are trained to do Action Research, one stage of which requires tutors to critically reflect on the effectiveness of teaching methods. In this way, teachers are constantly evaluating and improving on their teaching approaches. This also provides a systematic approach for data collection and evaluation of the instructional programme. Each year, there can be several action research projects carried out by teachers in the department. This is a strength of the school, and the best proof of it is that TJC is the Centre of Excellence for Research & Pedagogy.

Enrichment Programme and Achievements