A Singapore teacher community has remixed 75 EJS models and lesson packages toward a national digital library¶
Claim · All claims
Evidence · 1 study · designr1·q1
Currency · newest study 2013 · not yet checked against its sources · not reviewed by a person · overdue for a recheck since 2016: local conditions change quickly
Evidence quality · No study behind this claim is a peer-reviewed article with a DOI: it rests on a source with no registered publication record (a web page, book or unpublished report). It is kept because a design page cites it; treat it as a lead to check, not an established finding.
Subclaims¶
Reading the evidence codes
q is the design tier, i the impact, n the sample, and the kind with its r
the rigour judged within that kind: what each code means.
This claim: no standardized effect is recorded in observations/ for it yet, so no benchmark reading is possible.
q1 i? A budding community of physics teachers led by Wee Loo Kang has remixed 75 EJS models and lesson packages plus numerous tracker video lessons, with the vision of a national digital library in Singapore. → Wee Loo Kang 2013
Evidence¶
Wee Loo Kang 2013¶
Wee Loo Kang. (2013). Open Source Physics. i in Practice 1(1), 58-63. http://ictconnection.opal.moe.edu.sg/cos/o.x?ptid=711&c=/ictconnection/ictlib&func=view&rid=82
q1 · i? · design · r1
Descriptive report of community activity in the article: the community "has remixed 75 EJS models and lessons packages and numerous tracker video lessons", with the vision of developing a national digital library in Singapore for anyone worldwide. No evaluation data are given.
"A budding community of physics teachers, led by Wee Loo Kang 3 from the Educational Technology Division, has remixed 75 EJS models and lessons packages and numerous tracker video lessons"
Discussion¶
Related Claims¶
- The OSP approach helps users overcome barriers in creating, using and scaling up meaningful ICT use in education — a broader claim this one bears on
- Students reported that the virtual-lab lesson made learning fun, helped them figure out concepts themselves, and supported thinking like real scientists — related
- After a guided-inquiry lesson with the collision-carts simulation, students' self-reported knowledge of the physics increased and most rated the lesson enjoyable and valuable — related
- Some students found the guided-inquiry worksheet activities insufficiently thought-provoking and the data exchange troublesome — related
- Comparing an incorrect applied-force model (fx = 10 N) with real data shows students why projectile motion has no x-direction acceleration — related
- Students can derive an accurate gravitational acceleration value from Tracker's parabola fit of a falling-ball video — related
- A proposed Tracker activity has students key a constant-vx dynamic model against real video data so they can see for themselves that x-direction velocity is constant in projectile motion — related
- Initial findings suggest video modeling pedagogy is suitable for active and deep learning through predicting, observing and explaining — related
Page metadata
| Field | Value |
|---|---|
type |
claim |
id |
osp-community-remixed-75-ejs-models |
title |
A Singapore teacher community has remixed 75 EJS models and lesson packages toward a national digital library |
description |
A Singapore teacher community has remixed 75 EJS models and lesson packages toward a national digital library |
status |
review |
evidence_strength |
weak |
newest_evidence |
2013 |
recheck_by |
2016 |
generated |
by process:wiki-ingest on 2026-09-26 |
trust |
unverified — no one has confirmed this page's content |
sources |
1 — wee-loo-kang-2013 |
Frontmatter is the page's machine-readable record — see the Schema & Guide.