Shahrin graduated from the National University of Singapore with a B.Sc (2nd Upper Hons) in Biochemistry in 1988 and obtained a Masters of Education in 2000. In 2015, he obtained a Doctor of Education from Durham University (United Kingdom). His thesis entitled “An Exploratory Study of Pre-Service Primary Teachers’ Understanding of Uncertainty in Measurements in Singapore” demonstrates his keen interest in teachers’ professional development and the Nature of Science. He also obtained a Diploma in Education from IE (Singapore) in 1989 and a Diploma in Departmental Management from NIE, Nanyang Technological University in 2003.
Shahrin’s vast teaching experience comes from having served in different capacities: a HOD Science in a Secondary and an Independent school, a HOD Curriculum & Pedagogy in his last school, and as a Teaching Fellow at the NIE for 4 years teaching a range of pre-service and in-service courses at both primary and secondary levels.
Shahrin is a firm advocate of life-long learning, and believes in building teachers’ professional capacity through mentoring as well as collaborative and professional networking.
Professional Involvement and Contributions
EXCO Member, Science Teachers’ Association
- Concepts of Evidence
- Nature of Science
- Assessment Literacy
- Lesson Study and Learning Study
- Teaching and Learning of Chemistry
Presentation and Publication of Research Papers
- Muhammad Shahrin, Toh K.A., Ho B.T. (2002). Does Creativity contribute towards success in Performance Assessment Tasks? The Third International Mathematics and Science Study (TIMSS) – A Look at Singapore Students’ Performance and Classroom Practice. Singapore: Graduate Programme and Research Office, NIE.
- Muhammad Shahrin, Toh K.A., Ho B.T., Wong, J. (2002). Performance Assessment: Is Creative Thinking Necessary. Journal of Creative Behaviour, 36 (2), 77 - 87.
- Muhammad Shahrin (2003). To detect genetically-modified food in food produce. MOE Life Science Publication. Singapore: MOE.
- Paper on ‘Pre-service Teachers’ handling of data’ presented at 41st Annual ASERA (Australian Science Education Research Association) Conference, University of Newcastle, Newcastle, Australia (Jul 2010)
- Paper on ‘A study of primary science pre-service teachers’ notions of repeated data as scientific evidence’ presented at the 2nd East Asian International Conference On Teacher Education Research, Hong Kong (Dec 2010).
- Paper on ‘A structured and formative approach towards becoming an inquiry-based teacher presented at the 4th Curriculum & Redesigning Pedagogy Conference, Singapore (Jun 2011).
- Paper on ‘Using Lesson Study as a unifying platform for building School Culture’ presented at the World Association of Lesson Studies International Conference 2011, University of Tokyo, Japan (Nov 2011).