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Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 2, Article13 (Dec., 2012) |
Development of a parent’s guide for the Singapore primary science curriculum: Empowering parents as facilitators of their children’s science learning outside the formal classrooms
Ai Noi LEE
Nanyang Technological University/National Institute of Education, SINGAPORE
E-mail: ainoi@yahoo.com
Revised 27 June, 2012
Contents
- Abstract
- Introduction
- A Sociocultural Perspective of Parental Involvement in Children’s Science Learning in Informal Contexts
- Parental Involvement in Children’s Science Learning: Some Issues and Considerations
- The Singapore Context: Parents as a Potential Source of Science Learning Support in Informal Contexts
- Development of a Primary Science Parent’s Guide to Empower Parents as Learning Facilitators in Informal Settings
- Selected Activities from the Primary Science Parent’s Guide
- Stimulate Children’s Curiosity and Interest in Science
- Infuse Science Thinking and Interest Through Meaningful Parent-child Conversations
- Provide Outdoor Experiential Experiences or Visits to Educational Learning Places
- Leverage on Information Technology (IT) and Internet Resources for Science Learning
- Promote Interdisciplinary Learning and Creativity in Children
- Concluding Remarks
- Acknowledgement
- References
- Appendix
Parents can play a vital and active role in facilitating their children’s science learning outside the formal classrooms. Parental involvement in their children’s science learning process not only could enhance their children’s learning motivation and interest in science, it could also help to strengthen the family bond when parents and children learn together. This paper describes the development of a Primary Science Parent’s Guide to complement and support the Singapore Primary Science Curriculum (from primary levels 3 to 6). The guide aims to empower the parents of Singapore primary school children as facilitators of their children’s science learning to reinforce science concepts and develop their children’s science process skills, creative thinking and curiosity outside the formal classrooms. In this paper, the author will provide a brief background to and the rationale for the development of the Parent’s Guide. Theoretical perspectives underlying its development, implications and potential issues of parental involvement in their children’s science learning process outside the formal science classrooms will also be discussed.
Keywords: Science learning, informal contexts, parental involvement, creativity, curiosity
