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Asia-Pacific Forum on Science Learning and Teaching, Volume 13, Issue 2, Article13 (Dec., 2012) |
The Singapore Context: Parents as a Potential Source of Science Learning Support in Informal Contexts
In Singapore, it has been observed that there is an increase of more educated parents as compared to about twenty years ago. As stated by the Minister of Education at the 5th Teachers' Conference 2010,
“Twenty years ago, only about 9% of parents of a Primary 1 student would have degree, diploma or pre-university qualifications. Today, that figure has gone up to 54%.” (Ng, 2010)
Hence, the potential benefits of engaging educated and enthusiastic Singapore parents in supporting their children’s science learning outside schools should not be overlooked. Essentially, parents can be a potential source of support in enhancing their children’s science literacy and learning interest.
However, it has been observed that although many parents are generally enthusiastic in their children’s science education, they often feel inadequate to guide their children in the learning of science. In fact, it is not uncommon to receive feedback from parents that “Science is more difficult to teach” as compared to English Language and Mathematics when they are guiding their children at home with their school assignments or projects. It is crucial that parents need to feel meaningful, competent and confident enough in order for them to participate actively and effectively in their children’s science learning process. They need to be made aware that science learning is not “rocket science”, but is something that they could do and be directly involved if they themselves are being appropriately guided and adequately supported.
The following section describes the development of a Primary Science Parent’s Guide for parents in Singapore to guide their children in learning science outside the formal classrooms.
