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Teachers’ professional agency in learning with AI: A case study of a generative AI‐based knowledge building learning companion for teachers
No full textThis study investigated using generative artificial intelligence (GAI) as a learning companion for elementary school teachers to understand, design and implement the knowledge building (KB) approach in their school. The KB learning companion for teachers (KB LCT), a GAI chatbot, was developed to support teachers, integrating human–AI and human–human interactions. The cultural-historical activity theory (CHAT) was used as a methodological lens to examine the professional learning of the teachers. We studied three lead teachers who first experienced the chatbot and facilitated the other 17 teachers in their learning. We uncovered how these lead teachers leveraged the affordances of the chatbot within the community for learning and exercised their professional agency to reconcile contradictions in the system for other teachers. Consequently, they showed evidence of learning about KB, deepening understanding and contextualising KB principles in classrooms, and transforming professional learning structures and activities for their colleagues.Accepted versio
Molecularly bridged design of an electron-delocalized dual redox-active organic electrode for high-efficiency capacitive deionization and water treatment
No full textCapacitive deionization (CDI) is emerging as a promising technology for efficient water treatment, where the electrochemical performance is strongly influenced by the activity of electrode materials. Among these, faradaic organic electrodes with pseudocapacitive behavior offer great potential but remain limited due to insufficient redox-active sites and poor electron affinity, factors that constrain their ion adsorption capacity and desalination rate. In this study, we present a novel electron-delocalized organic molecular architecture, PTAP, which features a rigid conjugated backbone and dual redox-active centers located at C[double bond, length as m-dash]N and C[double bond, length as m-dash]O coordination sites. The molecular structure, optimized via extensive π-electron delocalization and a narrow HOMO–LUMO energy gap, significantly enhances Na+ adsorption kinetics and facilitates efficient charge carrier transport. A combination of comprehensive experimental techniques and density functional theory (DFT) calculations was employed to elucidate the Na+ electro-adsorption pathways and identify the active redox moieties. The resulting PTAP-integrated CDI device exhibited outstanding desalination performance, achieving an exceptionally high salt removal capacity of 91.50 mg g−1—far exceeding that of conventional organic-electrode CDI systems (typically < 60 mg g−1)—and a rapid removal rate of 3.05 mg g−1 min−1 at 1.2 V, while maintaining excellent cycling stability (∼95.55% retention over 100 cycles). Furthermore, a multi-module CDI system incorporating PTAP electrodes was developed, demonstrating high desalination efficiency in hypersaline environments. This system also enabled preliminary exploration of sustainable real-world applications, including dye-contaminated wastewater remediation and energy harvesting, underscoring the versatility and transformative potential of PTAP-based CDI technology.Accepted versio
Preferences for identity-first versus person-first language in a sample of university students with Special Educational Needs (SEN) in Singapore
No full textPurpose
This study aimed to explore the preferred terminology (identity-first or person-first) among university students with Special Educational Needs (SEN) in Singapore, specifically those with autism, ADHD, and dyslexia. We also examined demographic factors (type of SEN, gender, and years since diagnosis) associated with language preference.MethodsThe study included 115 participants (57 female, 54 male, and 4 identified as others) who were university students with SEN, and with the mean age of 23.25 years (SD = 2.62). The 115 participants comprised of 47 individuals with ADHD, 40 individuals with dyslexia, and 28 individuals with autism. As part of a larger study, participants were asked to complete a series of questionnaires online using the Qualtrics survey link. In addition, participants were asked this question: “I best identify myself as: (a) Person-first: e.g., I’m a person with ASD/ADHD/SLD, (b) Identity-first: e.g., I’m autistic/hyperactive/inattentive/dyslexic or (c) Other (please specify).ResultsMajority (about 69%) of students with SEN overall preferred using Person-first language (e.g., “person with ASD/ADHD/SLD”) and also across all three groups of SEN. Only type of SEN factor influenced the preference for identity language where students diagnosed with ADHD (89.4%) and ASD (50%) were more likely to use Person-first language. The participants’ gender and the number of years diagnosis were not associated with their identity language preference.ConclusionWhile a majority of students with SEN preferred Person-first language, it is important to recognise that a substantial number also preferred Identity-first language, and their preferences should be respected to avoid feelings of exclusion.Accepted versionRP 1/23 NY
Evaluating the efficacy of a universal classroom-based Test Anxiety Intervention Program for secondary school students
No full textTest anxiety is a widespread and serious concern among school-age students that is associated with lower academic achievement and other negative psychological outcomes. This study evaluated the efficacy of a multimodal universal classroom-based test anxiety intervention program for secondary school students that combined cognitive and behavioral techniques together with study and test-taking skills training. The sample for analysis included 194 Grades 8 and 9 students across three secondary schools in Singapore. Using a cluster randomized controlled trial, randomization occurred at the class level to the experimental or waitlist control group. Participants completed the outcome measures twice at pre- and posttest, before and after the experimental group had received the intervention. Intervention outcomes were extended beyond reduction in test anxiety levels to include improvements in students’ overall psychological wellbeing and greater utilization of test-taking coping skills. The three student outcomes were first combined into a composite variable to examine the overall effect of intervention before each outcome was evaluated individually. Results indicated that after controlling for pretest scores on the three outcome measures, intervention had a significant positive effect on the composite variable and for each individual outcome for students in the experimental group compared to the waitlist control group, at posttest. Findings support the efficacy of universal classroom-based multimodal interventions in reducing students’ test anxiety and enhancing their overall psychological wellbeing and test-taking coping skills.Accepted versionOER 06/20 GAD
The complementary roles of visual and written representations within figures in science textbooks
No full textFigures play a common, but highly crucial role in providing explanatory or contextual images of objects, phenomena, and processes for learning science. Although many studies have investigated the types and distribution of these visual representations in science textbooks, there has been a lack of understanding of how one mode of representation complements the meanings of other modes within figures from the perspective of social semiotics. To address this gap particularly in different instructional contexts, we thus adopted a comparative design to examine the roles of visual and written representations (i.e., captions and labels) within figures from current lower secondary (Grades 7 and 8) science textbooks from Singapore and South Korea. Using an analytic framework that we developed, we analysed 335 figures from science textbooks in these two regions with a focus on physics topics. We found that the primary role of visual components in figures from Singapore was to show realistic phenomena or examples whereas among Korean science textbooks visuals of figures were used to juxtapose phenomena and their visualised scientific models together. In both regions, the most dominant role of written components within figures was to connect scientific phenomena with their relevant terms and concepts. Another important role was to label scientific phenomena using everyday language, but not with targeted terms. Extending from these results, we discuss the complementary roles of visual and written representations within figures in science textbooks in terms of providing additional vital resources for the learning of science.Accepted versio
Self-determination theory: A preliminary study on developing social and emotional learning in a school community
No full textThis brief was based on the project OER 24/21 BNLL: Self-Determination Theory (SDT): A Preliminary Study on Developing Social and Emotional Learning (SEL) in a School Community
Introduction to chapters and discussion of issues
No full textThis chapter introduces the motivations behind the current edited volume and provides a structure upon which subsequent chapters are organized. First, there is a brief chronology and snapshot of how teaching and instruction was affected by the Covid-19 pandemic at the post-secondary polytechnic level. The structure delineating the different disciplinary domains (e.g., geography, history, social sciences/studies, cross-disciplinary work) and the associated technologies and technological paradigms (e.g., digital humanities, educational technology) that were applied will be given a preliminary discourse. In addition to short summaries of the chapters, the salient issues, limitations in the field, as well as probable trends going forward will be highlighted for brief discussion