Multimodal Representations to Improve Conceptual Understanding and Critical Thinking

Contributed by Ang Wee Ling, Mark Shone, Goh Han Pin, Chua Mei Hong

What was the current need/gap that you were addressing?

Students could not triangulate the inter-related concepts of displacement, velocity and acceleration by connecting varied scientific representations during scientific modelling. Students could not communicate and synthesise in speaking and writing their analysis and evaluation of these concepts and representations,

How had it been experimented and enacted?

1. Team crystallised 6 key motion scenarios for students to master. 2. Team created a CBCI-enabled lesson plan where students will work collaboratively in groups to match various representations (e.g. words, table, graph, strobe photos) and write their justifications into Google Slides, before presenting and discussing with the entire class. 3. Team enacted the lesson for all classes in the Sec 3 cohort. 4. One Open Classroom was hosted to invite other teachers to experience these learning moments together.

Which group(s) had benefited?

Students (Entire Cohort)

What was the positive impact?

Students improved their conceptual understanding, team work and disciplinary literacy. Level-wide post-test was conducted to find out the remaining learning gaps to be reinforced in subsequent lessons. Questions in post-test were selected from international science ed research papers.

What is a future need that this IdEas@work could meet?

To support the development of 21st century competencies such as critical thinking, collaboration and communication skills, other levels, subjects and topics could consider embedding similar pedagogies and formative assessment opportunities in the new NYGH future-ready curriculum where macroconcepts such as systems, models and representations are explored in depth.