The team has shared on "Inquiry-based learning in Physics" as an Innowits project during the staff contact in school. We would draft abstracts/presentations to contribute to the following:

1. Cluster Sharing
2. NZ AR publication (14 Jul)
3. ICET 2007 (Nov)

The Teachers' Network website provides useful database for teachers doing research, e.g. finding journal articles online.
At http://sam11.moe.gov.sg/tn/gds/login.asp, login using edumail account.
On right sidebar, click on eResources. These include:
1. ASTD (American Society for Training & Development)
2. EBSCOhost Reseach Databases
3. Lexis-Nexis Research Database
4. Newslink (The Business Times, The Straits Times)

We met Alexis (ETO) on 23 Mar to report on the LEAD IT Project progress. We updated him on the project design and results of 3 projects: namely inquiry-based learning and AR on Waves (longitudinal and transverse waves) and Kinematics (graphical interpretation), and AR on IT-based interactive module on Light (Lenses). He suggested extending our research through:

• longitudinal attitude survey for a batch of students,
• use of peer/expert lesson observations including qualitative observations or video recordings

The Sec 4 team met on Wed 14 Mar to discuss planning of inquiry-based learning on Electricity. Key components:
a. introduction to topic
b. introduction to use of Crocodile Physics
c. pre-test/post-test
d. design of modules: model of electric current, current & resistance, voltage, energy & power, using Crocodile Physics as a key software.
e. attitude survey

Dr Yap has published an interesting article on "Assessing conceptual learning from quantitative problem solving of a plane mirror problem" at
http://www.iop.org/EJ/abstract/0031-9120/42/1/005/

The team met Dr Yap on 15 Feb. He reviewed our current project results analysis and gave us useful insights into inquiry based learning and the action research methology.
Some learning points are:

• the duration of the alternative teaching strategy needs to be sufficiently long to have any significant effect
• besides test scores, it is good to have other "measures" such as attitude surveys, analysis of types of responses in the test, etc.
• different modes of representation may be investigated
• have an operational approach for "inquiry"

The project team met yesterday to update progress. One group shared on the AR project on "Lenses"; the other shared on the Inquiry-based project on "Kinematics". Project designs and evaluation procedures were discussed. Appointment with an NIE consultant would be made to discuss the analysis of the results using AR tools.

Lenses
We've conducted the written post-test of 5 items and are analysing the results. A perception survey of the attitudes of the students towards the two learning methods has been conducted in the computer lab using the online assessment feature in our Learning Management System (LMS).

7 Jan 2007
We've designed an action research project to help us to familiarise with the AR process.
1. A group of students would learn the topic "lenses" (under Light) using an interactive IT-based lesson module (downloaded from MOE http://www.moe.gov.sg/edsoftware/ir/physics.htm and installed in computer lab) while another equivalent group would have normal classroom lessons. Written worksheets were given to both groups for ray-diagram practice.
2. A post-test of 5 items (mcq with reasoning required) would be conducted after the lessons to evaluate the learning effect.
3. A perception survey would also be conducted to find out the attitudes of the students towards the two learning methods.

18 Dec 2007

I have placed orders for the software Crocodile Physics ver 605. This new version has easy-to-use interactive features to allow easy creation of physics simulations for topics such as kinematics, dynamics, energy, waves, electrical circuits, practical electricity, light, etc. (only limited by our imagination). See screen shot (click to see larger view).

23 Nov 2006
I was surfing the net for educational and research resources. Some interesting finds:
1. The Electronic Journal of Science Education
- an online journal on science education
http://unr.edu/homepage/jcannon/ejse/ejse.html
- or do a journal search using google search engine directly!
http://unr.edu/homepage/jcannon/ejse/ejsesearch.html
2. Physicweb site
- Dr Yap told me about the usefulness of this site to keep up with latest physics and technology developments in the world. Sign up to read full articles for free.
http://physicsweb.org/
I've also inserted an RSS news feed of the physicsworld news to my physics blogsite for my students.

23 Nov 2006
I am attending the 3-day International Science Edcuation Conference organised by NIE, MOE and STAS. Its a good opportunity to meet up with old friends, ex-colleagues, working in schools or at MOE HQs. Its also a good time to reflect on my teaching practices as I listened to speaker after speaker on what they have tried out as science that works!
Find out some of the keynote speakers at
http://www.nsse.nie.edu.sg/isec2006/

17 Nov 2006
Wan Eng joined us for the Sharing/Discussion at Crescent Girls' School.
Some of my learning points today:
1. experimental induction of formula
2. instructional strategies for Electricity
3. Action Research - what is and what is not
4. findings and methodolgy of action research (MGS)
5. ideas for IT-enhanced inquiry-based approach

16 Nov 2006
Mr Lau, Wee Yap and I attended the Sharing/Discussion on Action Research in PbI (Electricity) organised by CPDD at Crescent Girls' School.
Some of my learning points:
1. principles of learning - pre-existing knowledge, develop competence in learning, and active learning
2. essential features of inquiry-based lessons
3. ideas first -> names later -> formulae last
3. common preconceptions and difficulties in the topic Electricity
4. use of student worksheets and activities (used by Crescent Girls'): varied, engaging, hands-on, language use ("wordiness"), time management, use of teaching moments
5. model building using what students can understand/relate to, before introducing new terminology

15 Nov 2006
The project team (Mr Lau, Wan Eng, Peici, Wee Yap and I) met to review the 2006 LEAD IT@Deyi work plan and discuss the 2007 work plan. Chip Pin has a CCA commitment. Wee Yap just joined our physics team after completing his NIE training. Key areas of discussion include topics for and schedule of inquiry-based lessons for 2007, consultancy and partnership, training and professional sharing, and lesson IT resources.

10 Nov 2006
My school staff just visited Nanyang Poly today. Its facilities, course offerings, and teaching and learning environment are impressive. Would consider some form of collaboration (Learning@NYP) for our students to have exposure and access to applied-physics courses and facilities. Inquiry learning could be weaved into the lesson design.

26 Oct 2006
I met up with an NIE lecturer and Alexis (ETD) to discuss areas of collaboration. Some useful ideas thrown up:
1. There are different "models" of inquiry with different dimensions for investigation. These may be modified or adapted to the needs of the project or the intervention strategy identified.
2. An inquiry-based approach seeks to engage learners in different orders of thinking.
3. Such an approach may be based on ICT via an online module.
4. A two-tiered mcq requires an initial large population exploratory survey to gather possible trains of thought which follows from each of the first-tier option given.
5. If the project design is valid and substantial data is available, a good analysis of the data can lead to a good research paper.

25 Oct 2006
CPDD (MOE) is organising a discussion cum hands-on session over two days 16 and 17 Nov on implementing an action-research project in the topic "Electricity" at theTeachers Network. Some of our physics teachers will be attending. We hope to gain some useful ideas on implementing action research in "Electricity" next year and to adapt the PbI material developed by Prof. L.C. McDermott and the Physics Education Group from the Universityof Washington.

9 Oct 2006
Mr Lau and I met up with an educational consultant to discuss areas of training and consultation. He shared with us some areas for inquiry-based practice such as higher order thinking, curriculum design and teachers and students' perceptions. Action research design and methodology was discussed. He brought up an interesting instrument for assessing students' conceptual understanding: a 2-tier mcq test.
I found some interesting papers (with some local authors) using this test to investigate:
1. creative thinking (primary level)
http://www.aare.edu.au/05pap/boo05235.pdf
2. physics: plane mirror image (high school)
http://www1.phys.uu.nl/esera2003/programme/pdf/011S.pdf
3. chemistry: ionisation energy (A level)
http://www.educ.cam.ac.uk/eclipse/Tanetal(2005)IonisationEnergy.pdf

27 Sep 2006
A 20-item mcq quiz was designed to evaluate students' understanding of wave concepts including:
1. Recognising transverse waves
2. Recognising longitudinal waves
3. Distinguishing between these two classification of waves
4. Using displacement-time graph and
5. Using displacement-position graph to determine
- Amplitude, Frequency, Period, Wavelength, Motion of particles
6. Applying wave-related equations: T = 1/f, v = fxwavelength
The quiz was conducted for the experimental class 308 as well as a control class 309 (which did not experience the inquiry-based lessons).