In this "Pedagogic Research Knowledge Exchange" series, educators from CUHK and abroad will come together to share their teaching innovations and insights from pedagogic research. This interactive forum will facilitate discussions on theoretical, methodological, and empirical issues in educational research, while also providing opportunities to experiment with novel teaching practice.
Topics & Speakers
Ms Irene Tan, Principal Master Teacher (Chemistry), Academy of Singapore Teachers, Ministry of Education after Academy of Singapore Teachers, Singapore
Ms Tan is a Principal Master Teacher (Chemistry) at the Pedagogical Excellence Branch, Academy of Singapore Teachers under the Ministry of Education, Singapore. She holds a Bachelor of Science in Chemistry and Applied Chemistry from the National University of Singapore (1986), a Diploma in Education from the Institute of Education (Singapore) (1988), a Master of Arts in Curriculum Teaching and Learning from the National Institute of Education (Singapore) (2011), and a Diploma in Montessori Method of Teaching from Montessori Academy (2019). With over 20 years of experience teaching Chemistry in secondary school, she was appointed as a Master Teacher (Chemistry) in 2008 and as Principal Master Teacher (Chemistry) in 2015.
Topic: Fostering Student Innovation in STEM Education: A Problem-Based Learning Approach in Curriculum Design
Abstract: This presentation explores the use of problem-based learning (PBL) as a transformative pedagogical approach for Science, Technology, Engineering and Mathematics (STEM) learning in Singapore schools.
Rooted in the belief that STEM education should extend beyond mere knowledge acquisition, the session will examine and highlight the value of PBL in STEM education. Particular emphasis will be placed on its role in developing 21st century competencies such as collaborative problem-solving, critical thinking skills and a deeper understanding of complex scientific concepts, as well as promoting meaningful learning experiences in STEM subjects.
Participants will gain insights into how a curriculum delivered using PBL can provide a more holistic STEM learning experience for students. Through examples from the curriculum for 13- and 14-year-olds in Singapore schools, the presentation will demonstrate how PBL equips students with the necessary skills to navigate the evolving global landscape.
Dr. Molly Wong, Lecturer, School of Biomedical Sciences, Faculty of Medicine, The Chinese University of Hong Kong
Dr. Molly Pui Man Wong serves as a Lecturer in the School of Biomedical Sciences, Faculty of Medicine, The Chinese University of Hong Kong. Dr. Wong graduated from the School of Science, The Hong Kong University of Science and Technology with a BSc degree in Biochemistry and obtained her MPhil degree in Biochemistry in the Faculty of Medicine, The University of Hong Kong. She was awarded the Cambridge Overseas Trust Scholarship and the Dorothy Hodgkin Postgraduate Award (DHPA) to pursue her PhD degree in Physiology in the University of Cambridge. She has extensive experience in teaching anatomy, biochemistry, physiology, health sciences and medical ethics, and has served in various capacities in curriculum design and course/programme administration. Dr. Wong was awarded Outstanding Teaching Award, “Good Teacher Award”, in 2012. She is dedicated to creating innovative pedagogical strategies and implementing blended learning and e-learning to facilitate active learning and engagement. Her research interests currently lie in e-learning and metaverse for advancing biomedical sciences and medical education and the development of innovative pedagogical approaches for teaching and learning.
Topic: Advancing Medical Education Using E-Learning and Virtual Worlds
Abstract: This study investigates the role of e-learning and virtual world environments in enhancing medical sciences education, specifically for teaching decompression sickness (DCS) and safe diving practices. By utilizing an immersive virtual world, this study allows students to engage in realistic simulations of diving scenarios within a safe, controlled virtual beach setting, where they can identify symptoms of DCS, deepen their knowledge about DCS and disease management, practice first-aid techniques, and simulate emergency responses. The virtual learning platform also allows students to immerse in realistic hospital environments to strengthen their medical knowledge through doctor-patient role-play scenarios. Findings through surveys evaluating students’ perceived learning performance and engagement showed beneficial impacts of e-learning and virtual worlds on student learning efficacy and engagement, demonstrating the effectiveness of using virtual worlds in medical education. While virtual worlds show promise for bridging the gap between theoretical knowledge and practical application, challenges in scalability and technical usability remain. This study contributes to the growing field of immersive medical sciences education, suggesting that virtual worlds can play a valuable role in specialized medical training, and significantly enhance student engagement and improve the understanding of complex physiological concepts, warranting further research in this area.
Enquiry
For any queries, please contact Vienne LIN at viennelin@cuhk.edu.hk
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