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EZ Research Monographs • VOL. 2 2011 120 Igniting Pupils’ Enthusiasm in Learning Science through C.A.M.P. Kay Cheng Hong Casuarina Primary School Abstract This paper looks at effectiveness of an approach, “Learning Science through C.A.M.P’’. This approach focuses on helping less academically inclined pupils develop an enthusiasm and positive attitude towards the learning of science. This four-pronged approach is specially designed to accommodate and capitalise on pupils’ learning strengths; Visual, Auditory and Tactile/Kinesthetic. The approach is summarised with the acronym C. A. M. P. which denotes Concept cartoons, Actions cheers, Mindmaps and Puppets. This approach was first piloted in a primary five class for two consecutive years. Due to its observable positive impact on both the pupils and teacher, the approach was then formally carried out as an action research study in a number of primary three, four and five classes in the subsequent year. Introduction Today’s diverse pupils’ population has resulted in teachers seeking changes in traditional methods of instructing their pupils. The traditional method whereby pupils are regarded as having ‘knowledge holes’ that need to be filled with information could no longer appeal to the 21st century pupils within our classrooms. This has resulted in a shift in pedagogy in which more pupil-centred approaches are employed to help motivate pupils to learn and increase their excitement and engagement in the learning process. Besides that, there is also a need for pupils to see the relevance of their learning in their everyday living. In my years of experience of teaching science, I discovered that pupils who were less academically inclined had little motivation in learning science. This could be due to the difficulties they encountered in understanding and applying relevant science concepts to the questions posed in the examination. As a result of their lack of understanding of the subject, they were not able to achieve good grades in the Science examination. In order to help my pupils regain confidence and develop enthusiasm in science, a four-pronged approach, based on different pupils’ learning styles was developed. The underpinning theoretical basis of this approach is that, pupils learn in different ways, like seeing, hearing, and experiencing things first hand. (Fleming, 2001) Some pupils remember written facts they have seen, some remember things they have heard, while others remember things they have experienced. While most pupils without any disabilities can learn using any one of these styles, most of them have one for which they show a preference or predisposition to perceive and process information in a particular way or combination of ways (Sarasin, 1998). By using a variety of teaching methods to accommodate different learning styles, teachers will be able to challenge pupils to learn in different ways. Kolb also suggested that pupils who were able to learn through a variety of ways were more effective learners. (Kolb, 1994). Therefore, individual learning styles made identical classroom instructional EZ Research Booklet_2011.indd 120 EZ Research Booklet_2011.indd 120 10/10/11 3:07 PM 10/10/11 3:07 PM

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EZ Research Monographs • VOL. 2 2011120

Igniting Pupils’ Enthusiasm in Learning Science through C.A.M.P.

Kay Cheng Hong

Casuarina Primary School

Abstract

This paper looks at effectiveness of an approach, “Learning Science through C.A.M.P’’. This approach focuses on helping less academically inclined pupils develop an enthusiasm and positive attitude towards the learning of science. This four-pronged approach is specially designed to accommodate and capitalise on pupils’ learning strengths; Visual, Auditory and Tactile/Kinesthetic. The approach is summarised with the acronym C. A. M. P. which denotes Concept cartoons, Actions cheers, Mindmaps and Puppets. This approach was first piloted in a primary five class for two consecutive years. Due to its observable positive impact on both the pupils and teacher, the approach was then formally carried out as an action research study in a number of primary three, four and five classes in the subsequent year.

Introduction

Today’s diverse pupils’ population has resulted in teachers seeking changes in traditional methods of instructing their pupils. The traditional method whereby pupils are regarded as having ‘knowledge holes’ that need to be filled with information could no longer appeal to the 21st century pupils within our classrooms. This has resulted in a shift in pedagogy in which more pupil-centred approaches are employed to help motivate pupils to learn and increase their excitement and engagement in the learning process. Besides that, there is also a need for pupils to see the relevance of their learning in their everyday living.

In my years of experience of teaching science, I discovered that pupils who were less academically inclined had little motivation in learning science. This could be due to the difficulties they encountered in understanding and applying relevant science concepts to the questions posed in the examination. As a result of their lack of understanding of the subject, they were not able to achieve good grades in the Science examination. In order to help my pupils regain confidence and develop enthusiasm in science, a four-pronged approach, based on different pupils’ learning styles was developed. The underpinning theoretical basis of this approach is that, pupils learn in different ways, like seeing, hearing, and experiencing things first hand. (Fleming, 2001) Some pupils remember written facts they have seen, some remember things they have heard, while others remember things they have experienced. While most pupils without any disabilities can learn using any one of these styles, most of them have one for which they show a preference or predisposition to perceive and process information in a particular way or combination of ways (Sarasin, 1998). By using a variety of teaching methods to accommodate different learning styles, teachers will be able to challenge pupils to learn in different ways.

Kolb also suggested that pupils who were able to learn through a variety of ways were more effective learners. (Kolb, 1994). Therefore, individual learning styles made identical classroom instructional

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approach effective for some students and ineffective for others. Research had also shown that students also scored higher on tests, had better attitudes, and were more efficient if they were taught in ways to which they could more easily relate (Dunn & Dunn, 1992). Although learning styles would inevitably differ among students in the classroom, Dunn and Dunn proposed that teachers should try to make changes in their classroom that would be beneficial to every child with different learning style.

Action Research Cycle OneUnderstanding C.A.M.P. Approach

The majority of the weaker pupils in my primary five classes were not very motivated to learn science. During typical science lessons, the pupils would just wait for me to provide them with the ‘correct’ answers to the questions in the workbook or worksheets. Acknowledging that this was not the ideal approach to inculcate an inquiry mind towards the learning of science, I decided that something must be done to the way science was been taught to pupils in the weaker classes.

Having the advantage of been sent by the Curriculum Planning and Development Division (CPDD) of the Ministry of Education to be trained in the United Kingdom on the use of puppets and concept cartoons in the teaching of science in 2008, I specially designed a four-pronged approach on the teaching of science based on learning styles. It was hoped that the approach could help pupils relate the concepts learnt in their science lessons to their lives. In that way, they would naturally develop curiosity and enthusiasm to find out more about science. Fuelled by the enthusiasm seen in my pupils towards the C.A.M.P. approach, I was determined to recommend and implement this approach to other weaker classes in the school. Thus, a formal action research study was carried out to investigate the benefits of such an approach.

The research aimed to find out how the introduction of differentiated teaching strategies based on pupils’ learning styles could ignite pupils’ enthusiasm in learning science and whether such an approach could improve pupils’ performance in science examinations.

The approach was summarised with the acronym C.A.M.P. which denotes Concept cartoons, Action cheers, Mind maps and Puppets.

Concept cartoons are visually stimulating and they serve as effective tools to capture the attention and interest of pupils who are visual learners. They serve as good visual tool to stimulate and develop scientific thinking and promote peer discussion. They are designed to probe understanding and the situations presented in the concept cartoons do not warrant a single “right” answer. In most cases, the reasonable conclusions are “It depends on …” This reinforces in pupils that in any scientific investigation, there are many variables that will and might affect the outcome.

Prompted by this emergent need, I embarked on an action research journey through a series of three action research cycles as described in the following sections. As pointed by Dick (2001), Action Research is both a change methodology and a research methodology within a single process. In this research study, Action Research had helped to bring about change or improvement (the action) in such a way that more understanding was developed as parallel outcome at hand. Action Research also assisted the teachers to pursue understanding (the research) in ways that allowed the action to be based upon a better understanding of the problem situation and the research was achieved by being responsive to the situation and by searching strenuously for disconfirming evidence.

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Action cheers appeal very much to the kinesthetic learners as the cheers encourage them to use different parts of their body to create movements to enhance memorisation of science facts and concepts in a fun way. The cheers are fun and yet educational. Pupils are also challenged to create cheers based on topics that they have learnt before. They have to use different body actions to enhance the meaning of the cheers. The pupils are to recite the science action cheers at the beginning of each science lesson as a form of recapitulating what they have learnt in the previous topics.

Mind maps are, by definition, a graphical method of taking notes. Their visual basis helps one to distinguish words or ideas, often with colors and symbols. Mind maps help pupils who are more inclined to visual stimulation to capture and organize science concepts. This approach is highly effective for pupils who are visual learners as colorful diagrams are used to represent scientific facts surrounding a key concept. It allows pupils to classify science concepts into different categories. Mind maps that are completed can be displayed on the classroom walls. This helps pupils develop a sense of achievement as they see their work being recognized by their peers and teachers.

Action Research Cycle TwoIntervention in Science Lessons

The pupils in my school were streamed according to their academic performance at the end of primary two, three and four. In line with the school science department work plan to level up the learning of science among the weaker pupils, the differentiated teaching approach was introduced to pupils in the two tail-end classes across the three levels mentioned above. Before the intervention was carried out, teachers mostly taught the pupils using traditional teaching method, intermittent with hands-on activities suggested in the science workbook. Besides that, the science textbook was used as a main source of information for both the pupils and teachers. Teachers also taught pupils to answer questions in the process skills worksheets.

I started using the C.A.M.P. strategies in 2008 with my classes of twenty eight primary five pupils who were weak in their studies. Even though the strategies were introduced gradually to the class, I noticed that the pupils had developed a genuine keenness in learning science as compared to the year before. The strategies were repeated with increased consistency in 2009, the year whereby pupils were preparing to sit for their Primary School Leaving Examinations (PSLE). A video production of

Puppets are ‘friends’ that challenges pupils’ views on science concepts. They are also tools for pupils to develop an inquiry mind as they interact with the puppets. Puppets in role play appeal to the kinesthetic and tactile learners. The aim is to capture pupils’ interest, stimulate their thinking about science concepts related to their everyday experience, challenge their ideas and model learning conversations. Talking about their ideas helps them clarify their thinking and develops their reasoning skills (Mercer et al, 2004). Such skills are required for the analysis of data, interpretation of results and conceptual development. As an introduction to the science lesson, the teacher uses the puppet to create short, focused scenarios or stories related to scientific concepts. The pupils discuss the given scenario initiated by the puppet in groups and proceed to conduct further investigation to test their hypothesis. This approach also helps to encourage timid pupils to be more involved in dialogues with the puppets. A research project that was conducted involving the use of puppets in the teaching of science in the United Kingdom had revealed that puppets enhanced pupils’ engagement and motivation. They also provided a stimulus for focused talk and investigation in science. (Naylor, Keogh, Downing, Maloney, and Simon, 2007)

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how such strategies were put into action in my class was made by CPDD and made available in the edumall2.0; a website for educators to share their practices.

As there was a significant improvement in my pupils’ performance in science in their PSLE results in 2009, I had decided to extend such strategies to other weaker classes in the school. Thus, the weak classes in each level of P3, P4 and P5 were involved in the project in 2010. After the selection of the classes to be involved in the research study, the respective Science teachers were informed in the first week of term one. Six teachers attended a two-hour workshop during the March holidays on the implementation of the approach; “Teaching Science through C.A.M.P.” The teachers were briefed on the different learning styles of the pupils in their classes. Teachers were also instructed on the strategies of using concept cartoons, action cheers, mind maps and puppets. Teachers were given opportunities to contribute their ideas in creating scenarios for the puppet-pupils interactions and action cheers. However, only five teachers, including myself, were confident enough to embark on the new approach towards the teaching of science in our classrooms. The teaching experiences in our team ranges from 1 to 25 years.

A pre-intervention survey was created to find out more about pupils’ motivational level in learning science. Six classes comprising of three primary three classes, one primary four class and two primary five classes took part in the pre survey which was carried out in the first week of term two. The survey was conducted by the science teachers and held in the classrooms.

The results are as follows:The data is based on pupils’ agreeing and strongly agreeing to the statements in the survey.

Survey Questions P3.1 (28 Pupils)

P3.2 (29 Pupils)

P3.4 (29 Pupils)

P4.2 (33 Pupils)

P5.1 (23 Pupils)

P5.4 (41 Pupils)

Average Score

I understand my science lesson very well

50% 62% 71% 67% 59% 71% 63.3%

I have the chance to talk about science in class 20% 33% 43% 41% 35% 50% 37%

I am very interested to find out more about science 50% 49% 55% 56% 55% 69% 55.6%

I think it is fun to learn science in class 61% 65% 64% 60% 54% 62% 61.0%

I know how to use creative and interesting ways to help me remember what I have learnt after each science topic.

35% 40% 55% 54% 31% 53% 44.7%

I always look forward to my science lessons.

67% 71% 72% 62% 62% 65% 66.5%

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In an open-ended question whereby pupils were asked what they liked best in their science lessons, 89% of all the pupils indicated that they liked hands-on group activities. After the pre-intervention survey was carried out, the teachers carried out the C.A.M.P. strategies in their respective classes. Teachers created different scenarios to invoke science discussion with the aid of one of the puppets, Amy.

An example of the scenario is as follows:

Amy tells the class that a friend has given her some green beans. However, she is not sure what conditions are needed for the beans to grow. She seeks the help of the pupils in the class to teach her. Together, with the use of the concept cartoon, Amy leads the pupils to discuss why certain conditions are needed and whether they can consider beans as living things. She proposes to the class to carry out the growing of the beans to verify their hypothesis.

To give a succinct conclusion to the lesson, teachers reinforced the science concepts through simple cheers with the aid of body movements.

An example of the cheer is shown below.

“I am a little seed, (pupils squat down to show that they are little)I need air, water and warmth to …. (pupils lift up hands to show air, then falling raindrops and clutching both hands over the body to show warmth)Grow…., grow….. and…..GROW!” (pupils stand up slowly while hands are pointing upwards)

Pupils were also encouraged to draw a mind maps to illustrate and summarise what they had learnt.

The five teachers that were involved in the action research study carried out lessons using the C.A.M.P. strategies for duration of 2 terms. (10 weeks) The average number of times whereby such strategies were carried by each teacher in their respectively class during the intervention period was four. Some teachers did not carry out all the four approaches within the same lesson. They used only the puppets and concept cartoons to stimulate discussion during the lessons. The action cheers and mind maps were conducted in separate follow-up lessons.

Action Research Cycle ThreeData analysis

A post-intervention survey was conducted at the end of the 10 weeks. The results are as follows:

Survey Questions P3.1 (28 Pupils)

P3.2 (29 Pupils)

P3.4 (29 Pupils)

P4.2 (33 Pupils)

P5.1 (23 Pupils)

P5.4 (41 Pupils)

Average Score

I understand my science lesson very well 72% 63% 85% 72% 63% 80% 72.5%

I have the chance to talk about science in class 50% 60% 62% 56% 56% 75% 59.8%

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A casual interview was conducted between two teachers and their pupils.

A transcript of the interview is shown below:

Teacher X: Do you like learning science in the last 10 weeks? If yes, what do like about it?

Primary 5 Pupil A: Yes, I like learning science now and also enjoy interacting with Amy the puppet. She always guides us to understand science concept better.

Teacher Y: Does the use of concept cartoons help you correct any misconceptionsin science? If yes, give some an example.

Primary 4 Pupil B: I like to read the speech bubbles in the concept cartoons. Some of the sentences are not completely wrong so I always have to discuss my point of view with my friends and that helps me learnt better and remember it for a long time. For example, I used to think that we can see things because light comes from our eyes but after the discussion, I am aware of the fact that we could see because light reflected from the object enters our eyes to allow us to see.

Teacher Z: Are you able to remember science facts better now?

Primary 3 Pupil C: Yes, after I have learnt a new action cheer in class, I will demonstrate it to my parents at home. By doing all those movements with different parts of my body, it helps me remember better. If I forget any facts, I will do the action and it helps me recall.

An analysis of the pre and post intervention surveys had shown that there were:

I am very interested to find out more about science 80% 64% 69% 78% 70% 90% 75.2%

I think it is fun to learn science in class 80% 70% 70% 78% 80% 88% 77.6%

I know how to use creative and interesting ways to help me remember what I have learnt after each science topic.

40% 50% 60% 55% 60% 72% 56.2%

I always look forward to my science lessons.

70% 72% 80% 81% 70% 70% 73.8%

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There was also an improvement in pupils’ Semestral Assessment 2 science results over their Semestral Assessment 1 science results in majority of the classes that participated in this research study. Most of the classes (P3 to P4) who were involved in the AR project had shown at least 24.4% improvement in their results. However, there was no obvious improvement in the results in the P5 classes. The reason being, the SA 2 paper had more challenging process skills questions and pupils had not been very well equipped with the right answering techniques at P5 level to answer the questions in the Semestral Assessment 2.

C.A.M.P Classes Results are as follows:

The reflection logs submitted by teachers who conducted the C.A.M.P. strategies pointed to the fact that the strategies were impactful in their lessons. Pupils especially loved the puppets and were not afraid to discuss openly with the puppets. The action cheers and mind maps had helped their pupils consolidate the science facts. Pupils in the P3 classes benefited more from the strategies than the older pupils in Primary 4 and Primary 5 as they were more uninhibited in their expressions. The older pupils tend to be more cautious in expressing their views openly in class.

Conclusion

By using a variety of teaching strategies in the C.A.M.P. approach, teachers were able to accommodate different pupils’learning styles. They were also able to challenge pupils to learn in different ways. Students also scored higher in tests, had better attitudes, and were more efficient. As pupils were taught in ways to which they could more easily relate, they could correlate what they had learnt in their classrooms to their every day experiences. It was also to the teacher’s advantage in seeing their pupils having a greater enthusiasm in science and achieving better results.

This research study had shown that the C.A.M.P. strategies of teaching and learning science had a positive impact on igniting weaker pupils’ interest in learning science. Besides that, it also provided opportunities for pupils who lack confidence to express their views on science concepts during the concept cartoon discussions. During oral interpretation of the concept cartoons, teachers could also surface pupils’ misconceptions and challenge them to reevaluate any preconceived science concepts.

Pupil’s perception based on pre and post survey Percentage increase

1 I understand my science lessons very well 9.2 % 2 I have the chance to talk about science in class. 22.8% 3 I am very interested to find out more about science. 19.6% 4 I think it is fun to learn science in class. 16.6% 5 I know how to use creative and interesting ways to help me remember what I

have learnt after each science topic. 11.7%

6 I always look forward to my science lessons. 7.3%

Classes Semestral Assessment 1 passes

Semestral Assessment 2 passes

Improved % of passes

P3.1 46.4% 71.4% 25% P3.2 61.8% 91.7% 29.9 P3.4 91.9% 100.0% 8.1% P4.2 47.5% 82.1% 34.5 P5.1 3.8% 3.8% Nil P5.4 95.0% 71.0% Nil

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Through interactions with the puppets, pupils had learnt how to offer valuable advice or assistance to those who were was not as knowledgeable as them.

At an early stage when action cheers were introduced to the classes, it was noticed that the primary 5 pupils felt rather uneasy and shy to do the action cheers. However, with consistent practice, they overcame their inhibitions and seeing how effective the action cheers could help them in remembering the science facts well, they were motivated to do the action cheers as revision before or after the science lessons. Pupils were also able to draw beautiful mind maps and use them as tools for revision before the examinations.

In conclusion all pupils, regardless of their academic ability, can learn in an environment that is engaging and appealing. In order to further promote the C.A.M.P. strategies among the educators in Singapore, two workshops were conducted at the Teachers’ Academy (then Teachers’ Network) in 2009 and 2010. In addition, teachers from the east cluster schools also benefitted from the sharing of such strategies by two of my colleagues and I in a cluster workshop in 2010. A similar sharing session was also conducted in the International Science Educators Conference in 2009. Articles on the use of puppet in my class were also published in the Straits Times; a local main newspaper and the Little Red Dot; a local simplified newspaper for school children. There was also an article on the impact of such strategy in the Ministry of Education website: Schoolbag. Such websites can be found in the references below.

A further research could look into the effective of extending the C.A.M.P. strategies to other subjects such as Mathematics and English. Finally, let me sum up my Action Research paper with a quote from Plato, the Greek philosopher. “Do not then train youths to learning by force and harshness, but direct them to it by what amuses their minds so that you may be better able to discover with accuracy the peculiar bent of the genius of each.”

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Acknowledgement

I would like to express my gratitude to my colleagues and the pupils for their involvement in the research study and for their ideas and inputs. I would like to thank my principal, Mdm Norliza bte A Rahim and Science Head of Department, Mrs Joyce Soon for their support. I also wish to thank the Action Research Centre for the East Zone at Temasek Junior College for providing the guidance for this research project. Lastly, I wish to thank Dr Tay Boon Hou for his kind assistance and helpful comments.

References

Dick, B. (2001), Action Research: Action and Research, Effective Change Management Using Action Learning and Action Research, 21-28, Eds Sankaran, S., Dick, B., Passfield, R., and Swepson, P. Lismore: Southern Cross University Press.

Dunn, R. & Dunn, K. (1992). Teaching Elementary Students Through Their Individual Learning Styles Practical Approaches for Grades 3-6. Needham Heights, MA: Allyn and Bacon.

Fleming N.D. (2001) Teaching and Learning Styles:VARK Strategies, Honolulu Community College ISBN 0-473-07956-9.

Keogh, B. and Naylor, S. (1999). Concept cartoons, teaching and learning in science: an evaluation. International Journal of Science Education, 21, 4, pp.431-446.

Kolb, D.A. (1984). Experiential Learning: Experience as a Source of Learning and Development. Englewood Cliffs, NJ: Prentice Hall.

Mercer, N., Dawes, L., Wegerif, R. and Sams, C. (2004). Reasoning as a scientist: ways of helping children to use language to learn science. British Educational Research Journal, 30, 3, pp.359-377.

Naylor S., Keogh B., Downing, B., Maloney, J. and Simon, S. (2007). The Puppets Project: using puppets to promote engagement and talk in science. In R. Pinto and D. Couso (Eds) Contributions from Science Education Research, pp.289-296. Springer.

Sarasin, L.C. (1998). Learning Style Perspectives: Impact in the Classroom. Madison, WI: Atwood Publishing.

How Schools Instil Love of Learning. http://www.asiaone.com/News/Education/Story/A1Story20090129-117980.html

Learning Science Through Puppet Play.http://www.schoolbag.sg/archives/2009/06/learning_science_through_puppe.php

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Appendix A1 : Pre and Post Survey on Pupils’ Attitude towards the Learning and Teaching of Science

Name: _____________________( )Class: P ( ) Date: __________________

Tick (√) the column that best represents your feelings.

What do you like best about your science lessons?

Thank you for participating in this survey.

Attitude towards Learning of Science Strongly

agree Agree Disagree Strongly disagree

1. I understand my science lesson very well.

2. I have the chance to talk about science in

class.

3. I am very interested to find out more about science.

4. I think it is fun to learn science in class. 5 I know how to use creative and interesting

ways to help me remember what I have learnt after each science topic.

6. I always look forward to my science lessons.

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Appendix A2: Concept Cartoon

A seed needs water to

germinate.

The seed will get smaller when the

seedling grows.

A seed also needs air, warmth and

sunlight to germinate.

seedling

Amy

Kim Tobi

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Appendix A3: Action Cheers

Example 1: Force

Force is ‘GEM’ !! (whole class shouts, then claps 11 times)Give me an ‘F’! (1 pupil shouts)Frictional Force (whole class shouts)Give me a ‘G’! (1 pupil shouts)Gravitational force (whole class shouts)Give me ‘E’! (1 pupil shouts)Elastic spring force (whole class shouts)Give me an ‘M’! (1 pupil shouts)Magnetic force (whole class shouts)F-o-r-c-e is ‘GEM’! (whole class claps 11 times)

Example 2: Reproduction of plants

Po…lli…na…tion (fingers moving towards head which signifies the stigma)Fertillisation (fist clench and make action of enlarge abdomen)Dispersal (hands dispersing seeds)Germination (hands together showing upwards action of a plant sprouting and growing)

Example 3: Photosynthesis

Photo-synthesis ( pretends holding a camera taking a photo)What do plants need? (1 pupil ask)Carbon dioxide, ( arms open wide showing air around)Water, (fingers showing water flowing down)Chlorophyll (rub upper part of hand which signifies the leaf)And Sunlight (hands show a circle above the head to signify the sun) What do plants make? (1 pupil asks)S-U-G-A-R and O-X-Y-G-E-N (whole class)

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Aims: To carry out differentiated teaching strategies in science lessons to cater to pupils of different learning styles.

To increase pupils’ awareness and interest in science through C.A.M.P. strategies. To help pupils correct their misconceptions. To help pupils improve their science results. To collect data and findings on the impact of the strategies for Action Research.

Strategies: C. A. M. P. (Concept cartoon, Action cheers, Mindmapping, Puppets)

Intervention period: Term 2 and Term 3

Teachers are to carry out at least 3 of each strategies. ie. 3 uses of concept cartoons, 3 action cheers, 3 mindmapping and 3 puppets to be carried out within the intervention period. Higher frequency is also welcomed. Please help yourself to the puppets and concept cartoon book and CD in a big bag at my cubicle in the staff room. I would appreciate if you just inform me or leave a note if you have taken them.

Keep a record of your intervention strategies in the Teacher’s Log provided. Soft copies of your lesson plans or resources could be saved in the teacher’s sharing : AR on C.A.M.P. A sample of my entry in the Teacher’s Log has been provided for you. Feel free to photocopy extra sheets of the Teacher’s Log and file it together.

Thank you.

Appendix A4(i): Science Differentiated Learning and Teaching Instruction Manuel for Science Teachers of P3 to P5 Weak Classes

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Topic Strategies used Date Brief outline of

how the strategy was used

Self reflection: 1.Was I able to engage my pupils in scientific discussion? 2. What was my pupils’ response to my lesson? 3. How well have I done in this lesson? 4. How can I improve in the use of C.A.M.P.?

Water and changes of state: Condensation

C.

A.

M.

P.

8/4/2010 Amy (puppet) used scenario of whether she should pack a cold bottle of water in her camping bag. Pupils to be engaged in discussion. Why and why not? Used concept cartoon on Condensation ( p. 85 to discuss further on condensation.

First time pupils met the puppet. They responded well and respectfully. Pupils were spontaneous in responding to question posed by puppet. Discussion and rapport was good. Even the shy ones were able to open up. Pupils analysed the statements in the speech bubbles in the Concept cartoon and made their remarks as to why it was acceptable/correct or incorrect. They were keen to point out mistakes in the statements in the speech bubbles. Pupils were able to improve the statement through use of scientific words. Eg: “I think the water vapour in the air has turned into drops of water on the glass.” Pupils pointed that ‘turned’ was not a scientific word, a better word would be “condensed”. Overall the discussion was very fruitful in surfacing and pointing out misconceptions.

Appendix A4(ii) : Science Differentiated Learning and Teaching Teacher’s Log

Name : Teacher X

Class: ( )

Record of my intervention strategies

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