Lumina Cove Secondary School, Pasir Ris, Singapore

Abstract: Aiming at three core dilemmas in Singapore’s secondary school physics teaching, namely cultural disconnection (weak linkage between scientific knowledge and local multicultural contexts), thinking discontinuity (deficient knowledge transfer and application competencies), and one-dimensional assessment (overemphasis on written examinations while neglecting process development), this paper proposes an innovative teaching model centered on a “multicultural situational chain” and a “four-dimensional process evaluation system”. Based on a two-year teaching practice covering 8 public secondary schools in Singapore with a sample size of 1,200 students, the proposed model effectively improves students’ scientific application capabilities (average TIMSS physics assessment scores increased by 28%), cultural identity (a 35% improvement based on a survey by Nanyang Technological University), and classroom engagement rate (active inquiry rate reaching 91%). Rooted in Singapore’s “Smart Nation” educational vision, this study develops localized teaching cases including “mechanical analysis of HDB elevator systems” and “heat conduction experiments with Peranakan tiles”, providing systematic and operable practical strategies for frontline physics teachers.

Keywords: Singapore secondary school physics; cultural situational chain; process visualization evaluation; interdisciplinary tasks; problem-based learning