Singapore Science Research Articles

Tools and methods to study and replicate experiments addressing human social cognition in interactive scenarios

In the last decade, scientists investigating human social cognition have started bringing traditional laboratory paradigms more “into the wild” to examine how socio-cognitive mechanisms of the human brain work in real-life settings. As this implies transferring 2D observational paradigms to 3D interactive environments, there is a risk of compromising experimental control. In this context, we propose a methodological approach which uses humanoid robots as proxies of social interaction partners and embeds them in experimental protocols that adapt classical paradigms of cognitive psychology to interactive scenarios. This allows for a relatively high degree of “naturalness” of interaction and excellent experimental control at the same time. Here, we present two case studies where our methods and tools were applied and replicated across two different laboratories, namely the Italian Institute of Technology in Genova (Italy) and the Agency for Science, Technology and Research in Singapore. In the first case study, we present a replication of an interactive version of a gaze-cueing paradigm reported in Kompatsiari et al. (J Exp Psychol Gen 151(1):121–136, 2022). The second case study presents a replication of a “shared experience” paradigm reported in Marchesi et al. (Technol Mind Behav 3(3):11, 2022). As both studies replicate results across labs and different cultures, we argue that our methods allow for reliable and replicable setups, even though the protocols are complex and involve social interaction. We conclude that our approach can be of benefit to the research field of social cognition and grant higher replicability, for example, in cross-cultural comparisons of social cognition mechanisms.

Reimagining Education: Engaging High-Performing Students in Physics Through Toy-Based Learning

This study explores the use of physics toys as an innovative tool in high school education to bring abstract theories to life and stimulate student curiosity. These educational aids engage students, make complex principles tangible, and promote active learning. Our investigation includes examples from the NUS High School of Mathematics and Science in Singapore, demonstrating that physics toys enhance understanding and critical thinking across a range of student abilities. We conclude that integrating toys into physics education offers a dynamic and interactive approach that not only enriches the learning experience but also fosters the development of future innovative thinkers and problem solvers.

Dr. Oliver Dreesen

Dr. Dreesen is a Senior Principal Investigator and Head of the Laboratory for Cell Aging at the Agency for Science，Technology & Research（A*STAR）in Singapore. He served as President of the Skin Research Society（Singapore）from 2019-2021 and was Chair of the Japan-Singapore Skin Research Conference that took place in Singapore from April 10-12，2019.

Clusters – Typology and Public Policy

Clusters, especially high-tech, are important economic phenomena in modern society. As the archetype, Silicon Valley drives governments over the world to initiate their own cluster. Likewise, the cluster policy has also become a major policy tool in the urban planning field. Based on approaches to initiate and promote clusters, the current cluster policy can be divided into three models, the American model, the Asian model, and the European one. This paper focuses on the sustainability of clusters, reviews the literature about high-tech clusters, cluster policy, and the developments of selected clusters, including Silicon Valley, Silicon Fen, Hsinchu Science Park, Singapore Science Park and One-North, and Akademgorodok; discusses their developments and challenges, and aims to explore the role of government and possible approaches. Based on the data analysis, the research concluded that governments are essential to a cluster’s sustainability. The approach of mixing bottom-up and top-down intervention might be the final direction for all countries, and the only difference lies in timing, which varies with local resources, social environments, and especially culture. For governments, its role should be identifying the right timing to implement the adaption in policy, coordinate, and lead the battle for sustainability in practice.

A road less travelled?: coherence and coverage of integrated science in Singapore

ABSTRACT Background Integrated science is a ubiquitous school subject that is an amalgamation of science disciplines; its teaching allows topics to be sequenced in any order and given various degrees of coverage and emphasis in the classroom. Ensuring canonical coherence, which is the logical organization of subject matter for effective instruction is therefore necessary for meaningful student learning to occur. Purpose We examine the coherence as well as closely related ideas of coverage and emphasis of the integrated science curriculum and textbooks from Singapore. Such an analysis has not been attempted before, which might shed light on strong student achievement reported from this region in this subject. Methods Coherence was determined by finding buttress topics and upper triangular patterns based on a list of standard science topics––these inter-related curricular features aid in conceptual learning of a subject. We also investigated questions about coverage and emphasis from the number of learning outcomes, topics in curriculum and textbooks, and page surface area of textbooks following past TIMSS research. Results Three buttress topics and two upper triangular patterns in life and physical science disciplines were found, but not among earth science topics. Two topics were strongly emphasised in the curriculum and textbooks––organs, tissues and physical properties of matter––and there was a close alignment between topics in the curriculum and textbooks. Integrated science here was relatively restricted compared to three other high-performing East-Asian regions, but there was a common strong emphasis on physical science topics. Conclusions Integrated science in Singapore has shown some evidence of coherence in its curriculum and textbooks that have also emphasised physical science topics. Because learning outcomes here were intentionally trimmed due to past general educational reforms, the findings lend tentative support to arguments stating that a reduced, but well-designed science curriculum has benefits for learners.

Glimpsing the future of AAV analytical innovation

Wei Zhang is a Senior Scientist and heading Downstream Processing Group (DSP) in Bioprocessing Technology Institute (BTI), Agency for Science, Technology and Research (A*STAR) in Singapore. Her team focuses on the downstream process development and product analytics of a variety of novel biotherapeutics, ranging from monoclonal antibodies, bispecific antibodies to viral vectors and nucleic acid therapies. Her team is also committed to work towards intensified and continuous downstream processing. Her team in BTI actively collaborate with dozens of biopharmaceutical companies and bioprocessing solution providers worldwide, including both leading industrial players and local SMEs.

Introducing our 2022 Early Career Advisory Board Members

Introducing our 2022 Early Career Advisory Board Members

Embracing Inclusivity through Pedagogical Practices: Case Studies from Singapore Science Lessons

Abstract This paper examines the pedagogical practices in three case studies of elementary science lessons that took place in classrooms or laboratories to make connections to the discourse about inclusivity in science teaching. Using the Singapore Teaching Practice as a reference, we analyzed the pedagogical practices enacted during three lessons where specific intervention strategies were undertaken during the lessons to address the needs of students with dyslexia. Using event-oriented inquiry, nine (including one emergent) pedagogical practices were adapted by the science teachers. The findings also suggested differences in the outcomes from enacting the same pedagogical practices in different teaching situations. This study contributes to the literature by offering a situated definition of ‘pedagogical practices’, a dynamic construct in the existing literature, in the context of inclusive education. Suggestions on ways to adapt the nine pedagogical practices to enhance the reflexivity of teachers in inclusive science teaching are offered.

0145 Pre-Sleep Cognitive Arousal Decreases Following a 4-Week Introductory Mindfulness Course

Abstract Introduction Mindfulness-based training has shown potential in reducing anxious and ruminative thoughts before sleep, and improving sleep quality. However, traditional 8-week programs have limited acceptability and uptake. In this study, we aimed to test the effects of a short introductory mindfulness training course on pre-sleep arousal and sleep quality. Methods Enrollees in a 4-week Mindfulness Foundation Course were invited to participate in the study and were allocated to one of two groups: intervention (N = 57) and waitlist control (N = 39). 101 participants enrolled in the experiment and 96 completed the protocol (mean(sd) age = 49.5(1.5), 56 female). Participants completed the Pittsburgh Sleep Quality Inventory (PSQI) and the pre-sleep arousal scale (PSAS), and were monitored by actigraphy for a week at baseline and post-intervention. To test the effect of the intervention, outcome variables were subjected to repeated-measures ANCOVA with group as a between-subject variable, and age, gender, and years of education as covariates using intent-to-treat analysis. Results PSQI scores improved across both groups (treatment: t56=4.25, p<.001, mean(sd) = 6.93(3.25)); waitlist: t38=3.27, p=.002, mean(sd) = 7.15(3.55)); however, there was no significant interaction between group and time. There was a significant group by time interaction in the cognitive arousal subscale of the PSAS (F1,90=4.71, p=.03), Post-hoc tests revealed a significant decrease in the treatment but not the waitlist group (treatment: t50=3.17, p=.001; waitlist: t30=0.20, p=.84). The decrease in cognitive arousal correlated with the decrease in PSQI scores in the treatment group only (r =.3, p=.007). Finally, a statistically significant interaction favoring the treatment group was also observed in actigraphically measured WASO (F1,82=6.18, p=0.015). Conclusion The study suggests that a 4-week introductory mindfulness course has moderate effects on reducing cognitive arousal prior to sleep, and that these effects are correlated with improvements in subjective sleep quality. Support This study was funded from a STaR investigator grant (NMRC/STaR/0015/2013) and the National Research Foundation (Singapore) Science of Learning Grant (NRF2016-SOL002-001).

Development and Evaluation of Global Positioning System Science Lesson Based on Science, Technology, Engineering, and Mathematics Model in Singapore

The purpose of the Twin College Envoys (TWINCLE) program for Chiba University students was to visit secondary schools of the Association of Southeast Asian Nation countries and provide science lessons on cutting-edge technology. The focus of this research was to develop a learning program contextualized around the Global Positioning System (GPS) using the Science, Technology, Engineering, and Mathematics (STEM) model for Singapore students and to evaluate the science lessons. In total, 53 high school students received 100 min of instruction using two experiments with worksheets as part of the TWINCLE program, and then, they were asked to answer a questionnaire. The research yielded the following three results. First, by the end of the lesson, the students could explain how the GPS worked and list the benefits of GPS surveying. Second, the teaching materials and hands-on activities were well-received by the students and our Singapore counterparts. Finally, the science lesson based on STEM model was highly evaluated and awarded the 2017 best TWINCLE prize. In the future, it is recommended the TWINCLE program should be continued and funded by Chiba University to promote global opportunities for university students and teachers.

The Crossroads of Plastination and Pilgrimage

At the Singapore Science Centre in 2010, I went to Body Worlds, an exhibit set up by the Institute for Plastination, founded by Gunther von Hagens. As I later learned, he pioneered plastination—the art, science, and technique of preserving entire bodies and body parts for use in medical and anatomical research, exhibition, or both. A few months after, I made the decision to donate my body after death to the Institute under arrangements similar to that of a Living Will. In my visits to two other Body World exhibits in Germany and the Netherlands, I have seen organs perfectly preserved and had thoughts occur to me that one day, I may well be an exhibit specimen instead of an exhibit attendee. By establishing a connection with existing pilgrimage literature; and using a combination of thick description and pragmatic analyses; this paper puts forward the proposition that visits to these; and other similar; exhibits constitute a pilgrimage of and to the self. The paper also discusses the ethics and practical consequences of body donation; and evaluates the arguments for and against the body donation decision from the lenses of the person making the donation; the person’s significant others; and societal influencers. The paper concludes by suggesting take-off points in discussing the connection between plastination and pilgrimage; particularly in the contexts of intercultural communication and religious studies.

Science and technology in singapore

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Action research on the effect of descriptive and evaluative feedback order on student learning in a specialized mathematics and science secondary school

We investigated the effect of feedback order—teachers’ written, descriptive comments followed by evaluative scores—on students’ performance and learning for chemistry and mathematics in a Singapore mathematics and science specialized secondary school. This action research adopted an explanatory mixed-methods design with an intervention, with interviews, student survey, and assessments. The participants were 60 secondary school students: 33 students from secondary-one and 27 students from secondary-four. Repeated measures ANOVA results from the four-week study period indicated that there was no significant difference (p > 0.10) between the performance of the participants who received comments only (C group) and participants who received comments followed by evaluative scores (CS group) for both chemistry and mathematics, indicating there was no negative effect on receiving evaluative scores after the written descriptive comments. Qualitative findings indicated students could recognize the goals of the feedback and the score delay. The study shows that feedback order is important to consider in comparing effects of different forms of feedback, with implications for future research and for practice.

Examination of Competency-based Curriculum Design in light of the Characteristics of Competency: Based on the Analysis of Australian and Singapore Science Curriculum

Examination of Competency-based Curriculum Design in light of the Characteristics of Competency: Based on the Analysis of Australian and Singapore Science Curriculum

Physical Education and Sports Science in Singapore

Physical Education and Sports Science in Singapore

Advances in complementary-metal-oxide-semiconductor-based integrated biosensor arrays.

ADVERTISEMENT RETURN TO ISSUEPREVReviewNEXTAdvances in Complementary-Metal–Oxide–Semiconductor-Based Integrated Biosensor ArraysSunil K. Arya*, Chee Chung Wong, Yong Joon Jeon, Tushar Bansal, and Mi Kyoung ParkView Author Information Institute of Microelectronics, 11 Science Park Road, Singapore Science Park II, Singapore 117685 *E-mail: [email protected]. Phone: +65 67705621. Fax: +65 64640517.Cite this: Chem. Rev. 2015, 115, 11, 5116–5158Publication Date (Web):May 27, 2015Publication History Received30 September 2014Published online27 May 2015Published inissue 10 June 2015https://doi.org/10.1021/cr500554nCopyright © 2015 American Chemical SocietyRIGHTS & PERMISSIONSArticle Views3554Altmetric-Citations35LEARN ABOUT THESE METRICSArticle Views are the COUNTER-compliant sum of full text article downloads since November 2008 (both PDF and HTML) across all institutions and individuals. These metrics are regularly updated to reflect usage leading up to the last few days.Citations are the number of other articles citing this article, calculated by Crossref and updated daily. Find more information about Crossref citation counts.The Altmetric Attention Score is a quantitative measure of the attention that a research article has received online. Clicking on the donut icon will load a page at altmetric.com with additional details about the score and the social media presence for the given article. Find more information on the Altmetric Attention Score and how the score is calculated. Share Add toView InAdd Full Text with ReferenceAdd Description ExportRISCitationCitation and abstractCitation and referencesMore Options Share onFacebookTwitterWechatLinked InReddit Read OnlinePDF (37 MB) Get e-AlertsSUBJECTS:Biotechnology,Circuits,Electrical properties,Electrodes,Sensors Get e-Alerts

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A researcher-facilitator's reflection: Implementing a Singapore case of learning study

This paper reports a researcher-facilitator's reflection of implementing a professional development approach, and serves to address the inadequate attention given to the influence of researcher-facilitators in professional development efforts. The researcher-facilitator's experiences were compared to four Grade 9–10 Singapore Science teachers participating in a variation theory-framed learning study that promoted teacher research and collaboration. Extending current understandings of implementation and sustainability challenges, an analysis employing conceptual change framework surfaced three issues, namely, the choice and role of theoretical framework, degrees of openness to differences in patterns of variation, and role of a researcher-facilitator. Insights emerging from the reflection are discussed.

Determination of Bacopaside I Using Liquid Chromatography Tandem Mass Spectrometry and its Application

Bioscreening Unit, Department of Pharmaceutical Chemistry and Pharmacognosy, Faculty of Pharmaceutical Sciences and Center of Excellence for Innovation in Chemistry, Naresuan University, Phitsanulok 65000, Thailand; Department of Pharmacy Practice, Faculty of Pharmaceutical Sciences, Naresuan University, Phitsanulok 65000, Thailand; Customer Support Centre, Shimadzu (Asia Pacific) Pte Ltd, 79 Science Park Drive, #02-01/08, SINTECH IV, Singapore Science Park 1, Singapore 118264; E-mail: son_sookying@yahoo.com

Relationship between affect and achievement in science and mathematics in Malaysia and Singapore

Background : The Trends in International Mathematics and Science Study (TIMSS) assesses the quality of the teaching and learning of science and mathematics among Grades 4 and 8 students across participating countries. Purpose : This study explored the relationship between positive affect towards science and mathematics and achievement in science and mathematics among Malaysian and Singaporean Grade 8 students. Sample : In total, 4466 Malaysia students and 4599 Singaporean students from Grade 8 who participated in TIMSS 2007 were involved in this study. Design and method : Students’ achievement scores on eight items in the survey instrument that were reported in TIMSS 2007 were used as the dependent variable in the analysis. Students’ scores on four items in the TIMSS 2007 survey instrument pertaining to students’ affect towards science and mathematics together with students’ gender, language spoken at home and parental education were used as the independent variables. Results : Positive affect towards science and mathematics indicated statistically significant predictive effects on achievement in the two subjects for both Malaysian and Singaporean Grade 8 students. There were statistically significant predictive effects on mathematics achievement for the students’ gender, language spoken at home and parental education for both Malaysian and Singaporean students, with R 2 = 0.18 and 0.21, respectively. However, only parental education showed statistically significant predictive effects on science achievement for both countries. For Singapore, language spoken at home also demonstrated statistically significant predictive effects on science achievement, whereas gender did not. For Malaysia, neither gender nor language spoken at home had statistically significant predictive effects on science achievement. Conclusions : It is important for educators to consider implementing self-concept enhancement intervention programmes by incorporating ‘affect’ components of academic self-concept in order to develop students’ talents and promote academic excellence in science and mathematics.