ORCID Profile
0000-0002-7274-6501
Current Organisation
Nanyang Technological University National Institute of Education
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Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: American Chemical Society (ACS)
Date: 05-2004
DOI: 10.1021/ED081P725
Publisher: Springer Netherlands
Date: 2012
Publisher: Informa UK Limited
Date: 11-2001
Publisher: American Chemical Society (ACS)
Date: 05-2009
DOI: 10.1021/ED086P623
Publisher: IGI Global
Date: 2009
DOI: 10.4018/978-1-60566-120-9.CH020
Abstract: This chapter discusses the potential uses of Web 2.0 technologies in enhancing scientific literacy and the learning of science in the K-12 sector. Web 2.0 offers services and products that could facilitate the learning of science by harnessing the collective intelligence of in iduals connected to the Web through social networking. A framework based on social constructivism for thinking about the potential uses of Web 2.0 technologies in the learning of science is proposed. The use of Web 2.0 technologies could bring about a fundamental shift in pedagogy and assessment towards a participatory learning approach that promotes a deeper and more engaged understanding of science.
Publisher: Springer Science and Business Media LLC
Date: 2005
Publisher: Royal Society of Chemistry (RSC)
Date: 2014
DOI: 10.1039/C4RP00003J
Abstract: In this paper, we define flip teaching as a curricular platform that uses various strategies, tools, and pedagogies to engage learners in self-directed learning outside the classroom before face-to-face meetings with teachers in the classroom. With this understanding, we adopted flip teaching in the design and enactment of one Year 1 and one Year 2 undergraduate chemistry laboratory session at a higher education institution. The undergraduates viewed videos demonstrating the practical procedures and answered pre-laboratory questions posted on the institution's mobile device application before the laboratory lessons. Analyses of the lesson videos, interviews with the undergraduates and instructors, and undergraduate artefacts showed that the undergraduates had developed a better understanding of the theory undergirding the procedures before they performed the practical, and were able to decipher the complex practical procedures. They also experienced less anxiety about the complex practical steps and setup, and subsequently, improved work efficiency. The findings of this study have implications for chemistry educators looking for ways to improve on the design and enactment of the laboratory curriculum to enhance the undergraduates' self-directed learning.
Publisher: Informa UK Limited
Date: 05-2006
Publisher: Springer Netherlands
Date: 2012
Publisher: Springer Singapore
Date: 2014
Publisher: Royal Society of Chemistry (RSC)
Date: 2005
DOI: 10.1039/B5RP90009C
Publisher: Springer Netherlands
Date: 2012
Publisher: Wiley
Date: 04-2002
DOI: 10.1002/TEA.10023
Publisher: Informa UK Limited
Date: 05-02-2008
Publisher: Informa UK Limited
Date: 16-03-2015
Publisher: Springer Netherlands
Date: 2012
Publisher: Springer Nature Singapore
Date: 2022
Publisher: Springer Netherlands
Date: 2009
Publisher: Springer Netherlands
Date: 2009
Publisher: Royal Society of Chemistry (RSC)
Date: 2019
DOI: 10.1039/C8RP00215K
Abstract: The internet is prevalent in society today, and user-friendly web-based productivity tools are readily available for developing diagnostic instruments. This study sought to determine the affordances of a web-based diagnostic instrument on ionisation energy (wIEDI) based on the pen-and-paper version, the Ionisation Energy Diagnostic Instrument (IEDI) that was previously developed and reported on. The Google Forms platform was used to develop the wIEDI and it allowed a degree of personalisation such that specific second-tier options are offered in response to the student's choice of answer in the first tier. Students could choose one or more reasons in the second tier or supply their own reasons, and they were asked to indicate their confidence in their choice of answer–reason combinations. The wIEDI was administered to 274 A-level students (257 Grade 11 and 17 Grade 12), and answer–reason combinations indicating alternative conceptions were highlighted only if 5% or more students expressed confidence in them in the third-tier confidence measure. The results showed that all the possible alternative conceptions of ionisation energy reported in the previous study were also identified in the present study. Additional alternative conceptions were indicated as new reasons had to be developed for many items in the wIEDI to ensure that there were sufficient reasons for each first-tier response, and students were allowed to choose more than one reason for their answer. The wIEDI better facilitated responses reflecting the consistency of the use of specific ideas in student thinking and provided direct evidence of students’ possible manifold conceptions and thinking within each question as well as across a range of questions. It also allowed easy collation of the comments students typed in response to the ‘Others’ and ‘I do not know the answer’ options. Thus, the study makes a case for researchers and teachers using such technology in the diagnostic assessment of students.
Publisher: Springer Science and Business Media LLC
Date: 07-09-2006
Publisher: Springer Singapore
Date: 2016
Publisher: Springer Science and Business Media LLC
Date: 03-01-2020
Publisher: Informa UK Limited
Date: 20-12-2013
Publisher: Informa UK Limited
Date: 10-06-2011
Publisher: Springer Netherlands
Date: 2012
Publisher: American Chemical Society (ACS)
Date: 09-1994
DOI: 10.1021/ED071P733
Publisher: Royal Society of Chemistry (RSC)
Date: 2014
DOI: 10.1039/C3RP00158J
Abstract: This paper reports the findings of a study which investigated the role that educational research plays in influencing 29 Singapore pre-university (Grades 11 and 12) and secondary (Grades 9 and 10) chemistry teachers' curricular and instructional decision making process. Twenty-five teachers were interviewed while four preferred to submit written responses to questions in the interview protocol. The findings indicated that factors which had an impact on the use of educational research by the teachers included those related to the teacher, school, research literature and time. This study can inform the chemistry educational research community of the issues that are important to teachers in their teaching of chemistry and use of educational research, and ways of working with teachers to address these issues.
Publisher: Royal Society of Chemistry (RSC)
Date: 2010
DOI: 10.1039/C0RP90008G
Publisher: Springer Singapore
Date: 2017
Location: Singapore
No related grants have been discovered for Kim Chwee Daniel Tan.