Abstract
Beyond educational considerations, science education in Singapore has been shaped by historical, geopolitical and societal forces through more than five decades since Singapore’s self-governance in 1959. This chapter, which presents a historical perspective of the development of science education in Singapore, is aimed at providing the social and educational contexts critical to understanding and appreciating the policies and practices discussed and debated in the subsequent chapters of this book. The narrative, pieced together by examining published and unpublished works of scholars, researchers and the Ministry of Education, traces the path of science education from an early focus on providing skilled manpower for an industrialising Singapore in the 1960s to an inquiry-centred science education to prepare students for living and working in the twenty-first century. This narrative also sheds light on the people and policies that have helped propel the small nation from its early days as a trading port to one respected internationally for the sustained achievement of its students in international mathematics and science studies.
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Notes
- 1.
The PSLE is a national examination taken by all students at the end of Primary 6.
- 2.
Millennia Institute offers a 3-year curriculum that is largely similar to that of junior colleges.
- 3.
Prior to the setting up of the Institute of Education in 1973, generic teacher training was carried out by the Teacher Training College.
- 4.
And probably many more names I have left out. I do apologise for the gap in knowledge and welcome information on other pioneer science teacher leaders I have left out.
- 5.
The Science Council of Singapore was first established in 1967 to drive government policies on science and technology. In 1991, it morphed into the National Science and Technology Board, the predecessor of the current Agency for Science, Technology and Research (A*STAR was established in 2001).
- 6.
PISA describes top performers as students who achieved the highest proficiency levels of 5 and 6. Top performers in science ‘clearly and consistently demonstrate advanced scientific thinking and reasoning, and they demonstrate willingness to use their scientific understanding in support of solutions to unfamiliar scientific and technological situations….can use scientific knowledge and develop arguments in support of recommendations and decisions that centre on personal, social or global situations’ (OECD, 2010a, p. 147).
- 7.
Students in Primary 5 and 6 can be offered either ‘Standard’ science or ‘Foundation’ science. Foundation science is a trimmer syllabus than Standard science and is offered to about 10 % of students. Normal (Technical) science is offered as an elective to students in the Normal (Technical) course.
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Appendix: Multiple Educational Pathways in the Singapore Education System
Appendix: Multiple Educational Pathways in the Singapore Education System
Source: MOE (2011a, p. 18). Reproduced with permission from the Ministry of Education
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Poon, CL. (2014). Five Decades of Science Education in Singapore. In: Tan, AL., Poon, CL., Lim, S. (eds) Inquiry into the Singapore Science Classroom. Education Innovation Series. Springer, Singapore. https://doi.org/10.1007/978-981-4585-78-1_1
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