Research on Science Essay

Research on Science Essay

SUBJECTIVE The study is exploring ways in which students who have took part in in a subjects innovation, Technology ALIVE! get Science procedure skills and perceive the relevance of Science in everyday life. That investigates if students have got, after the program, perceived a marked improvement in applying Science process skills. Four classes of Secondary 2 Express learners attended one among four themes in the Research ALIVE! program and responded to a pre- and post-course survey to measure their very own perceived skill competency for each process skill. They also taken care of immediately questions about whether the program enhanced their awareness with the relevance of Science in everyday life. Five students from each component were selected to provide drafted feedback by mid-course and write a diary after the course. The content with their feedback and journals were analysed to supply deeper insight of the outcomes of the belief surveys. The data was triangulated with teachers’ feedback, that was used to give insight of the factors that affect the purchase of the process skills. The studies show significant increase in students’ perception of skill expertise while an increased percentage of students indicated that the program has made them more aware of the relevance of Science in their lives. INTRODUCTION Traditional learning methods in which students are unaggressive recipients of knowledge are sporadic with the necessitate Singapore colleges to Teach Less, Learn More (TLLM). There is a have to allow learning to occur in configurations that are highly relevant to students’ encounters and real life problems. In Clementi Town Secondary University (CTSS), Task Work was used as a program for students to transfer their learning and apply in authentic applications. However , instructors who had executed Project Be employed by Science for Secondary two observed that students’ projects lacked interesting depth in the specific content location, and the skills needed for technological investigations. This kind of spurred the requirement to cover content knowledge strongly related the jobs assigned. In addition, it raised the care that Technology process skills, as agreed in the MOE Lower Extra Science (LSS) Syllabus, are not sufficiently emphasised compared to purchasing scientific expertise. Teachers as well indicated that students were unable to appreciate the relevance of Science in solving challenges in their lives after past Project Function tasks. Technology Process Abilities “Science method skills” is commonly used to explain a set of broadly transferable skills that are reflecting of what scientists perform. These skills are grouped in two types – basic and integrated. Simple process expertise provide a foundation for learning the included skills, which are more complex skills for solving problems or perhaps doing Science experiments. Through this study, highlighting is listed being a process skill to be investigated, though most commonly it is considered a part of thinking abilities which is a wider category that subsumes process skills. A lot of Science teachers have argued that “teaching students Research facts is usually not as important since developing their very own Science process skills to enable them to learn this kind of knowledge issues own” (Young, 1995). Research in the United States have demostrated that grammar school students who have are educated process expertise, not only learn to use individuals processes, but also keep them intended for future make use of. In Singapore, the MOE Primary Research syllabus as well emphasises the teaching of basic method skills and several integrated abilities, while the LSS syllabus emphasises the use of procedure skills for planning research and creative problem solving, and also other thinking expertise. Curriculum design plays an important role in the acquisition of Technology process skills. The MOE Assessment Rules for LSS recommends an explicit instructing of the procedure skills, followed by the integration of those skills by simply students in experimenting or perhaps carrying out examinative projects. Padilla (1990) pointed out that “when Technology process expertise are a certain planned outcome of a Technology programme, all those skills may be learned simply by students… Educators need to choose curricula which will emphasise Science process abilities. ” These basic skills are discovered more effectively if they happen to be considered a significant object of instruction of course, if proven teaching methods are used. There must be a deliberate hard work to focus on teaching process expertise through a altered LSS curriculum. Young (1995) recommended that if professors have the flexibility to select their own topics, they need to choose matters of immediate interest to themselves and which could excite college students. Science expertise serves as background for lessons but should not take up the whole lessons. Instead, additional time should be used on activities that enhance the comprehension of Science principles and improve Science abilities. Some studies have shown that instead of making use of the didactic procedure, teaching Scientific research through the use of activity-based approaches considerably improved students’ achievement in Science procedure skills (Beaumont-Walters, 2001). Fruit et al (1999) recommended a few crucial factors that influence the acquisition of process skills found in laboratory work. Firstly, learners need the relevant content relief of knowing that is presumed by the task to be mentally engaged. For instance , a more proficient student would be able to explain an observation, which often “validates” his knowledge and provide him some intellectual satisfaction. The ‘doing’ of Scientific research has to be coupled with ‘learning about’ Science, in the event students in order to appreciate the worth of medical inquiry (Haigh et ing, 2005). Another factor recommended by Super berry et approach (1999) is students’ control of clinical tasks. Possession would be more apparent in open clinical tasks, the place that the student must design his own research than in shut laboratory responsibilities, where the “correct” experimental method is prepared in a “cookbook” style as well as the student will probably carry out the tasks unthinkingly. One more effective technique to enhance students’ process skills would be to allow students keep a “scientific journal” (Tomkins & Tunnicliffe, 2001). It was observed that diary copy writers tend to build more self-confidence in their very own interpretations, engage in intellectual arguments with themselves over the plausibility of their details and ask inquiries that are more quantifiable. Relevance of Technology in everyday activities Research studies done in recent many years on students’ perception of school Science possess consistently displayed that they perceive Science as not relevant (Bennett, 2001). Similar findings have brought up a serious concern in several countries. For instance, a study by the Dutch Ministry of Education in 2002 observed that supplementary school college students did not view a connection among what they discovered in Biochemistry and biology lessons as well as the chemistry occurring around them (Van Aalsvoort, 2004a). A subsequent report recommended teaching Scientific research in circumstance. However , a study carried out over a contextualised Science curriculum introduced to Swaziland students highlighted a lot of shortcomings (Campbell et approach, 2000). The findings showed that less than 50 % of the test students may draw upon Science concepts to explain everyday experiences or perhaps solve everyday problems. It was suggested that contextualised learning could be manufactured more effective through student-initiated project work on day-to-day problems. Vehicle Aalsvoort (2004b) suggested employing activity theory to address the void of the relevance of Chemistry in chemical education, wherever reflection takes on a key position in analyzing and expanding an activity. Reflection could be completed through composing reflection journals, which also helped boost the acquisition of method skills, as stated earlier (Tomkins & Tunnicliffe, 2001). Relating to Vehicle Aalsvoort (2004a), relevance may be defined in four factors: (i) personal relevance – Science education makes connections to students’ lives; (ii) professional relevance – Scientific research education gives students an image of possible professions; (iii) social significance – Scientific research education makes clear the purpose of Research in human and social issues; and (iv) personal/social relevance – Science education helps students develop into responsible citizens. This study looks at relevance in three aspects – personal, professional and social. INVOLVEMENT Project Job aims for students to transfer the learning of concepts in to applications in authentic configurations. To address the areas of concern increased by professors teaching Task Work, the Science ALIVE! system was created to integrate Project Job and the LSS syllabus. This kind of 13-week plan was done during Semester 2 with the Secondary two Express Scientific research curriculum and used substitute assessment to replace the traditional end-ofyear examination. Through this programme, a team of teachers built four modules which protected a variety of issues from Biology, Chemistry and Physics. As being a motivating component, students can choose from one of the four quests offered: Aroma Chemistry, Biodiversity, Life Technology and Normal water Rockets. In each Research ALIVE! module, specific content material knowledge was taught applying hands-on strategies such as laboratory work, discipline trips, record writing and group discussion posts. These approaches were meant to promote pupil engagement. Most importantly, the programme addressed three key problems of concern in the following ways: 1 . Articles knowledge covered was certain to each module and tightly related to the jobs that learners were assigned. This enabled students to raised transfer the concepts to the projects. installment payments on your Science method skills could possibly be applied by simply students through journal producing, laboratory operate and examinative project job. Science procedure skills were used as criteria for assessment to emphasise their importance and target. 3. To boost the relevance of Research, students received a choice of the elective component to study, and decide on the problem to work on for their projects. Contextualised learning, which draws on scientific understanding to explain everyday situations, was consciously infused into the curriculum design for each module. Expression journals had been written following selected actions, which in respect to activity theory helped students examine their learning (Van Aalsvoort, 2004b). ANALYSIS QUESTIONS METHODOLOGY Participants 147 students coming from all four Second 2 Express classes attended the Science ALIVE! programme and participated in the study. Pre- and post-course belief surveys had been conducted for all those students to measure their particular perception with their skill expertise and their understanding of the significance of Research in their lives through the system. In addition , five students had been selected from each module to give created feedback in week almost eight (mid-course) and write a record in week 13 (at the end with the course). To provide maximum variant, the five students via each module were picked based on their Science quality in Semester 1 and their reasons for picking the component which shown their mindset level. Instruments In the pre- and post-course surveys, college students were asked to level their perception of their Scientific research process expertise using a four-point Likert level. The post-course survey included an item to measure students’ perception of increased knowing of the significance of Scientific research in their lives. Data Evaluation For review items about Science process skills, the mean worth of each skill was determined for the person module (Table 2) and also across all modules (Table 1). Expertise with evaluations of lower than 3 (out of 4) were determined and analysed. The differences in mean beliefs for pre- and post-course surveys were compared. The differences were deemed significant if perhaps there was a boost or decrease of at least 0. several in value (or 10% of the selection of scale used). Journals and mid-course created feedback with the 20 selected students had been used to surface area possible reasons behind these awareness. The data was triangulated with teachers’ reviews, which was utilized to provide perception of the factors that impact the acquisition of the process skills. EFFECTS Acquisition of Technology process abilities The notion of all pupils on the level with their skill competency before and after the Science ALIVE! program was tested through surveys. The review results were compared using the indicate values for each and every process skill, as proven in Desk 1 . Table 1: A comparison of students’ belief of skills before and after Scientific research ALIVE! Suggest value (scale 1 – 4) Pre-Course Post-Course a few. 1 3. 2 installment payments on your 4 installment payments on your 5 installment payments on your 6 installment payments on your 7 several. 1 installment payments on your 8 installment payments on your 6 a few. 0 several. 0 2 . 7 3. 1 several. 2 Procedure Skill (a) Elaborating (Research) (b) Conducting scientific investigations (Planning investigations) (c) Conducting scientific investigations (Using clinical apparatus) (d) Conducting clinical investigations (Analysing data) (e) Communicating (Writing scientific reports) (f) Reflecting (g) Asking (Learning by asking questions) In the pre-course survey, those items which have scored less than several are the expertise of ‘planning investigations’, ‘using scientific apparatus’, ‘analysing data’, ‘writing scientific reports’ and ‘learning by simply asking questions’. Students’ perception rating improved in the subsequent skills ‘using scientific apparatus’, ‘analysing data’ and ‘learning by requesting questions’ suggesting that the Scientific research ALIVE! program had taken advantage of them during these areas, with the exception of ‘planning investigations’ and ‘writing scientific reports’ where there was marginal boost or no modify between the pre- and post-course rating. This revealed that generally speaking, students nonetheless did not possess much self-confidence in these abilities and suggests that more could possibly be done in the next cycle to steer students during these aspects. The alterations in the score for items (b), (c) and (d) in the pre- and post-course surveys claim that students’ perceptions that their very own skills in handling equipment and equipment have increased. This could be related to the fact that students had been introduced to different new device or tools during job experiments in every modules. For instance , the Biodiversity module applied dataloggers which has been equipment new to students. Abilities in items (b), (c) and (d) are all section of the process of performing scientific investigations. However , there is only a marginal increase in the score for (b) ‘planning investigations’ after the plan. This could be because planning brought on is a increased process skill which includes making hypothesis, identifying parameters and producing the experimental procedures. Research of Research process abilities by skill category The results were further more categorised to compare and study all of the changes in students’ perception of skill proficiency for the individual modules, since shown in Table installment payments on your Table two: Comparison of notion of skill competency by simply module Suggest value (Scale 1 – 4) BioLife diversity Science Pre Content Pre Content 2 . being unfaithful 3. 2 3. 0 3. several 2 . a few 2 . some 2 . six 2 . on the lookout for 3. 3 2 . being unfaithful 2 . four 2 . 9 2 . 8 2 . 5 3. 3 3. 3 2 . 5 2 . on the lookout for 2 . several 2 . five 3. you 2 . 9 2 . almost 8 3. zero 3. you 2 . being unfaithful 3. 2 3. 0 Module Process Skill (a) Elaborating (Research) (b) Doing investigations (Planning investigations) (c) Conducting research (Using technological apparatus) (d) Conducting research (Analysing data) (e) Interacting (Writing technological report) (f) Reflecting (g) Questioning (Learning by requesting questions) Evolving Aroma Biochemistry Pre Content 3. three or more 3. two 2 . 6 2 . four 2 . 6 2 . six 3. one particular 3. zero 2 . several 3. you 2 . on the lookout for 2 . 7 2 . 8 3. two Water Rockets Pre Content 3. you 3. one particular 2 . three or more 2 . 4 2 . 6 2 . 5 2 . being unfaithful 2 . 6th 2 . a few 3. zero 2 . being unfaithful 2 . 7 3. 0 3. a couple of The results of item (a) in the pre- and post-surveys confirmed an increase in ranking for this skill for the Biodiversity and Life Technology modules. This could be because these types of modules are usually more content-based subject areas, which need greater make use of such skills. It should, however , be known that intended for Aroma Biochemistry module, the pre-course survey score was already high and it might be challenging to make further more significant improvement. From the crafted feedback of selected learners in the 8th week with the programme, half indicated that they can had learned to research to consider more information. Every five students from the Biodiversity module wrote that they experienced learnt to assess “how trusted the resources are”. For instance , one student from the module wrote in her diary that “before creating our ecosystem, we should do research around the organisms that individuals choose, upon what they prey on and their ideal habitat” (Student S8). Educators conducting the programme believed that most students were even now at the developing stage of doing research, as they could not extract relevant info from sources. They also seen that some students lacked the effort and self-discipline to do study, though teachers had presented a list of solutions. This could be seen in project studies, where the proof of research is deficient. A likely explanation for this remark is the past practice of didactic instructing, resulting in students “so used to being given all elements and information by instructors that they have no idea how to get started” (Teacher T3). Teacher T1 recommended the requirement to balance between providing learners with information and allowing them to be self-employed in their learning. Conducting Clinical Investigations Pertaining to item (b) on ‘planning investigations’, the Life Science module had the largest increase in notion rating (more than 10%). Here the life span Science instructor explained that students had been taught how you can design experiments step-by-step with given cases. The importance of planning in investigations is definitely stated by one of the learners in the module: “When we need to choose something, we need to consider all their aspects. Following everything is ok, we could start work” (Student S14). However , Instructor T2 mentioned that learners still required a lot of hand-holding and practice to get competent. Students from one more module echoed this: “I am not sure how to style an try things out on my own”. Item (c) on the functional skill of ‘using scientific apparatus’ or perhaps equipment had the largest increase for all segments, except Existence Science where initial pre-course rating was already high (mean 2 . 9). All quests were built to include more hands-on actions, which necessary the use of device and equipment. One student wrote about the importance of using the right procedures as he “learnt how to use steam distillation by preparing the device correctly and doing the extraction properly” (Student S2), while one other student shared her fresh skill of using “dataloggers to measure the different abiotic factors from the …forests” (Student S7). Educators observed that the students were excited and enjoyed themselves when using fresh apparatus. On their part, teachers also searched for to infuse rigour restoration that students perform the experimental techniques accurately. The enjoyment of Science through hands-on activities, especially laboratory function, was a encouraging factor in learning Science. The rating pertaining to the skill of analysing or inferring from trial and error data in item (d) increased more for three modules than for the Biodiversity module. This could be the result of pupils being presented more in order to handle trial and error data inside their projects and make findings for the Aroma Hormone balance, Life Research and Water Rockets segments. On the other hand, the investigative job for Biodiversity was of any smaller range, and students’ main kind of project evaluation was a conservation proposal. One factor which attributed to the increase in belief rating was group effort. As pupils did their projects in groups, they will could talk about how to examine the data from the inspections. Students analysed their data in various techniques depending on the kind of data collected in each module. For example , Student S11 commented: “I got an opportunity to compare and compile the results of surveys, check the stability of our item, put into dining tables and identify the similarities and differences present”. Others learnt to analyse the cause of problems in their projects, while noted simply by Student S16: “… each of our rocket failed in introducing and we appreciate that the issue is due to the leaking of our rocket”. Teachers even so concurred in their observations that though college students could touch upon their data, their examination lacked interesting depth. Besides these kinds of investigative expertise, many students also shown in their periodicals that they got developed remark skills during practical function and investigations. One pupil wrote: “In the past, I would personally have just employed my eyes. I have learned to use all my five senses to know more about this issue I am observing” (Student S10). Connecting In item (e), ‘writing scientific reports’ was the focus in the skill of conversing. Though there was clearly no enhancements made on overall pupil perception (see Table 1), Table two showed a substantial drop in the rating to get Biodiversity module compared to a rise in Life Technology module. The Biodiversity instructor attributed the drop in rating to students’ “realisation and shock” in getting feedback issues first survey draft, as they “did not really anticipate clinical reports being of slightly different nature and demands even though they were briefed”. But the lady noted the fact that provision of formative opinions and the re-drafting of information helped students in this skill. The Life Scientific research teacher connected the elevated rating to having provided illustrative examples and templates for students, but she felt that they were nonetheless lacking in the skill and may be given more practice. Students’ journals hardly mentioned this skill, other than Student S10 who published that he “learnt to sieve throughout the report intended for important take into account put in the abstract”. Reflecting Generally, students believed that they could actually reflect on their lessons. Item (f) in Table 2 showed an initial high rating which was the same after the plan. Students observed their journals as an “opportunity to clarify and reflect upon their learning” (Student S3). At the end in the programme, a few students declared the glare helped to monitor their understanding of lessons, and 1 student described that she'd research around the internet to cope with questions the girl had (Student S1). Professors believed that “journal producing and featuring consistent formative feedback help(ed) the students develop reflection skills” (Teacher T1). However , specific journal requires are necessary to steer students so they really do not simply give a comprehensive account in the activities and concepts protected without highlighting on the learning points (Teacher T2). Asking The survey results of item (g) showed more significant increase in the Biodiversity and Water Rockets modules. For every module, pupils acquired this skill through reflecting issues lessons inside their journals and then asking relevant questions to read more. One student reflected that she dared to ask even more questions in the lecture after understanding how to ask questions through journals (Student S6). College students had opportunities to generate questions when they were verifying the reliability of information. They also created questions prior to industrial trips and discipline trips, and posed those to the experts. With the mid-course responses, a few college students mentioned that they learnt to “raise queries in class” through techniques such as “being a questioner in group discussions” (Student S13). The Biodiversity instructor attributed this improvement to conducive “lesson environment and delivery (that) promotes questioning”. Such lesson delivery might include guiding concerns in class actions and record prompts that encouraged further questioning, and peer evaluation where pupils critiqued the projects of other groups. The Water Rockets teacher mirrored that when compared with traditional Science lessons, “there was even more chance for learners to ask concerns as everything is now significantly less predictable” just as most real-world situations. The post-course study included a specific thing which essential students to state whether “Science ALIVE! lessons have made them more mindful of the relevance of Technology in their lives”. Table a few shows the percentage of pupils who “agreed” or “strongly agreed” together with the statement. The results in Table 3 display a very high conflit with the assertion for all segments. This is consistent with the programme aim of boosting the significance of Science in students’ lives. Students’ journals were analysed for indications from the relevance of Science in three areas: personal, specialist and social. A consistency count from the responses confirmed 82% for private relevance, 24% for professional relevance and 65% for social significance. This revealed that students perceived the relevance of Scientific research as generally related to their particular personal lives. Only a small number of students could relate the relevance to their future job prospects. Further probing into students’ definition of personal relevance showed an extensive range of presentation depending on the segments taken. Enhancing one’s standard of living is frequently mentioned in terms of personal relaxation and cure intended for illnesses. Students from the Aroma Chemistry module stated that they “could work with essential natural oils to calm a person if he feels nervous” (Student S2). Life Science students come up the use of medicines when they land sick plus the growing of genetically modified food (GMF) for ease (Student S15). Students also stated the importance of method skills within their lives, just like questioning the reliability info sources. Almost all students could not appreciate Research as having professional relevance. Those who could see career possibilities were pupils who had eliminated for field trips, where they were introduced to experts inside the related discipline. They noticed the knowledge and skills received through the programme as tightly related to their “future education and working career” (Student S11). Others employed the knowledge gained to better understand the requirements of varied jobs. A student stated that she “could understand how persons designing pieces of furniture, buildings and also other things require this understanding (of middle of gravity)” (Student S16). Three away of five pupils could relate Science to social significance, which included how Science damaged interaction among people as well as the environment. A single Biodiversity college student wrote: “This also trained me that in school or at work, we must depend on each other for a living” (Student S10), while one other could “understand nature better” and learned not to dirty the environment (Student S7). Your life Science college students pointed out numerous applications in social and ethical problems, such as the usage of forensic Technology by authorities to solve crime (Student S11), knowledge of DNA in cloning (Student S15), and even checking out via bloodstream tests whether a child is definitely biologically developed or implemented (Student S12). Teachers’ feedback indicated that students had been generally in a position to “connect Scientific research to reality and … in explaining happenings in their lives” (Teacher T2). These types of observations were made through students’ group discussions and written journals. Cases quoted by the teachers had been mostly related to personal and social relevance. It revealed that students had an improved awareness of technological discovery (e. g. remedies, genetics) and technology (e. g. making of cleaning soap and sweets) that were immediately related to their lives and the lives of those around them. The key catalyst that enhanced all their awareness was personal encounters through joining them in experiments that relate to real life and subjecting them to even more field journeys (e. g. Yakult manufacturer, flavour and fragrance sector, nature reserve). DISCUSSION Important features in Science ALIVE! that have helped students acquire Science procedure skills contain scaffolding, group collaboration and journal publishing. Scaffolding manuals students in mastering new or perhaps complex expertise. Nelson (2004) pointed out that more scaffolding is essential for students to do research separately. To illustrate this, the rise in score for skills on ‘planning investigations’ and ‘writing of scientific report’ in the Existence Science component was related to “a lot of hand-holding” and exemplars given by the tutor. Scaffolding as specific log prompts can even be adopted to make certain greater depth in student reflection. Instructors, however , will need to balance between providing students support and allowing them to become independent scholars. Group effort is used extensively inside the programme, in which students worked well in groups of three about projects, clinical work and group projects. This concurs with conclusions of a study conducted simply by Hofstein ainsi que al (2004), where cooperative learning in laboratory job helped college students construct knowledge. Hofstein ou al argued for more the perfect time to be spent on laboratory responsibilities, so that pupils could think about findings and also discuss with their particular peers. This would be one way to further improve students’ analytical expertise, which they are still lacking. Journal writing in Science IN! proves being very useful in informing professors of students’ conceptual understanding, acquisition of abilities such as showing and wondering, and how pupils relate Research to their everyday activities. It permits teachers to give regular reviews as part of evaluation for learning. It is also of considerable worth to pupils as it helps bring about greater possession to their learning (Tomkins and Tunnicliffe, 2001). This leads to 3rd party learning and moves pupils to a higher degree of thinking, based on the principle in ‘Experience of learning’ inside the Principles of Engaged Learning (MOE, 2005). Science WITH YOUR LIFE! lessons differ from the didactic traditional Technology lessons, because they focus mainly on the application of Science procedure skills. Consequently there is a must get ready students pertaining to the change, for example , coming from structured trials to partly open inspections (Haigh et al, 2005). The need for this kind of preparation was evident in the Biodiversity module since students had been surprised to find out that medical reports were different from other project reviews, but they were able to overcome that after a few rounds of re-drafting. After the pilot run of Research ALIVE! program, the educators recommended that process abilities be explicitly taught 1st followed by opportunities “created upon purpose” for students to try out the skills. This is consistent with Padilla (1990) who suggested the requirement to provide students with “multiple opportunities to use these skills in different content areas and contexts”. To enhance students’ investigative expertise, Haigh ain al (2005) proposed that teachers provide ‘refresher’ classes to cue students inside the planning and conducting with their investigations. Upon completion of the investigation, pupils should be presented the opportunity to assess their work so as to generate it more meaningful. In Aroma Biochemistry and biology, students had been asked to compare the quality of two amounts of cleaning soap that they had made from different laboratory lessons and analyse the possible causes for the difference, while Biodiversity college students had to reflect on the additional learning gained after a second visit to the nature arrange. Besides employing appropriate strategies to help learners adapt to the shift, it is additionally crucial to fix students’ mindset on the importance and significance of obtaining Science method skills. The reason is , students is often more motivated in the event that they consider process abilities an important object of instruction (Padilla, 1990). Thus professors need to produce explicit the “why” of teaching process skills (Haigh et al, 2005). The deliberate infusion of relevant Science applications in the program of each module has succeeded in boosting students’ understanding of the usefulness of Scientific research in everyday life. Personal and social relevance dominated students’ ideas of the relevance of Science, although exposure to related industries and appropriate working environments can further showcase an awareness of professional relevance. CONCLUSION Going forward, the Science SURVIVING! programme can be refined in the next cycle to enhance students’ acquisition of Science procedure skills. Effective strategies like the use of reflection journals, activity-based learning, group collaboration and contextualised learning will continue to be utilized. There would be more emphasis on the explicit teaching of method skills. In addition , more possibilities would be provided for the application of process skills in the core programs. RECOMMENDATION Additional research around the Science ALIVE! programme could focus on the procedure skills which will students located more difficult to perfect. With precise teaching of the skills in the core subjects prior to Research ALIVE!, the impact could be investigated. The usefulness of Research process skills acquired throughout the programme could be studied when it comes to its influence on Upper Supplementary Science, for instance , the durability of college student motivation in Upper Extra Science. The findings during these research areas will help to inform the effectiveness of upcoming Science WITH YOUR LIFE! programmes. REFERRALS Beaumont-Walters, Y. (2001). A great analysis an excellent source of school students’ performance in five integrated Science procedure skills. Exploration in Science & Scientific Education, 19(2), 133-145. Bennett, J. (2001). Science with attitude: the perennial issue of pupils’ responses to Science. University Science Review, 82(300), 59-67. Berry, A., Mulhall, G., Gunstone, 3rd there’s r., & Loughran, J. (1999). Helping pupils learn from clinical work. Australian Science Teachers’ Journal, 45(1), 27-31. Campbell, B., Lubben, F., & Dlamini, Z. (2000). Learning Science through contexts: aiding pupils appear sensible of everyday circumstances. International Journal of Technology Education, 22(3), 239-252. Haigh, M., England, B., & Forret, Meters. (2005). Is usually ‘doing Science’ in Fresh Zealand sessions an expression of scientific inquiry? International Journal of Technology Education, 27(2), 215-226. Hofstein, A., Shoreline, R., & Kipnis, Meters. (2004). Offering high school chemistry students with opportunities to develop learning abilities in an inquiry-type laboratory: a Case Study. Intercontinental Journal of Science Education, 26(1), 47-62. Ministry of Education (2005). A toolkit for interested teaching and learning. Curriculum Planning and Development Division, Ministry of Education, Singapore. Nelson, Big t. H. (2004). Helping college students make cable connections. The Science Educator, 71(3), 32-35. Padilla, M. J. (1990). The Science process skills. Study Matters – to the Science Teacher, Number 9004. Recovered December 1, 2006 via http://www.narst.org/publications/ research/skill. htm Tomkins, S. P., & Tunnicliffe, S. D. (2001). Looking for ideas: declaration, interpretation and hypothesis making by 12-year-old pupils starting Science inspections. International Diary of Scientific research Education, 23(8), 791-813. Van Aalsvoort, T. (2004a). Logical positivism as a tool to analyse the problem of Chemistry’s lack of relevance in secondary school substance education. International Journal of Science Education, 26(9), 1151-1168. Van Aalsvoort, J. (2004b). Activity theory as a application to address the condition of Chemistry’s lack of significance in secondary school substance education. Foreign Journal of Science Education, 26(13), 1635-1651. Young, R. M. (1995). Hands-on Scientific research. Westminster, CA: Teacher Made Materials, Inc.

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