John Yeo’s research while affiliated with National Institute of Education Sciences and other places

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Publications (2)


Promoting Students’ Ability to Problem-Find
  • Article

January 2015

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23 Reads

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1 Citation

John Yeo

In the context of twenty-first-century education, problem finding is an important competency that we need to equip our students with. Why? Simply because doing well in school academically can no longer guarantee a good career. At least in the science classroom, many still regard problem solving as an important and valuable skill. Needless to say, we need to equip our students to have an inquiring mind and learn to solve problems. The driving question in this study shifts towards a related but rarely investigated skillset: How do we teach students to identify a unique problem in the first place? The sections subsequently argue that we also need to develop creative minds that are predisposed to generating problems that may draw new insights and make uncharted connections.


Reorienting the cultural script of teaching: cross cultural analysis of a science lesson

September 2014

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111 Reads

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15 Citations

International Journal for Lesson and Learning Studies

Mohammad Reza Sarkar Arani

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Yoshiaki Shibata

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John Yeo

Purpose – The purpose of this paper is to reveal the cultural script of the teaching of a lower secondary science lesson on the topic “Classification of Non-living Things” in Singapore through the eyes of Japanese and Singaporean researchers and teachers. In particular, the study analyzes the structural content, i.e. organization of learning activities of a lower secondary science lesson of Singapore and the culture of teaching, i.e. views about teaching held as tacit knowledge of science teachers. It focusses on students’ inquiry skills in a participative and problem-driven science lesson in the Singapore classroom. Design/methodology/approach – This exploratory study adopts a cultural approach of viewing teaching and learning and compares classroom practice in two countries – Japan and Singapore. Contextually, the cultural differences in beliefs and values define how educators learn about what is “good” teaching. Findings – The cultural script of teaching of the science lesson case values the setting of learning tasks that encourage a variety of ideas. It also sets a tone of inquiry-based learning where students are open to questioning, the formulation of ideas and the presentation of solutions. In the science lesson case, the teacher aimed at providing opportunities for students to think for themselves and to engage in group discussion. This study identifies key aspects of the science lesson for revealing the teaching script based on a cross-cultural lesson analysis. Figure 1 summarizes such facets of teacher teaching and student learning in detail as a result of the lesson analysis. Furthermore, it draws attention to recognizing areas of the lesson script which the Japanese team found effective/ineffective as well as identifying the Singaporean team's reflections on feedback from Japanese educators. Research limitations/implications – Through this study, the research team raises the following questions. Are there common practices that make for effective learning and if so what are these? From the perspectives of Japanese and Singaporean researchers and educators, what might be the different elements of teaching that will bring about better student learning? Originality/value – An important avenue for inquiry in teaching is how to create teaching-learning processes that nurture students’ ability to deal with the unexpected as well as their application skills – competencies that are required of students to function in the twenty-first century. The research team suggests a cross-cultural analysis approach for future research investigating the cultural script of teaching.

Citations (1)


... Lessons possess a complex nature that involves many factors, such as teacher, teaching materials, and students (Sarkar Arani et al., 2014). Therefore, the effort to extract a lesson to represent a particular country is idealistic. ...

Reference:

Variations of Board Writing Styles in Japanese Schools: How Is It Related to the Teaching of School Subjects?
Reorienting the cultural script of teaching: cross cultural analysis of a science lesson
  • Citing Article
  • September 2014

International Journal for Lesson and Learning Studies