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Science Education Research

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  • NSSE has a strong and dedicated educational research community in diverse areas of science and technology education. Researchers work closely with schools and other educational institutions, including institutes of higher education, in Singapore, and have also developed an extensive network of collaborations with colleagues worldwide. Some areas of expertise include:

    • Biology / Chemistry / Physics / General Science Education
    • Design and Technology Education
    • Family and Consumer Science Education
    • IT in Science Education
    • Learning Approaches in Science
    • Practical and Project Work in Science
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  • yjlee

    Associate Professor LEE Yew Jin

    Yew Jin was trained as a secondary school Biology teacher in Singapore. Currently, his interests are in primary science, curriculum studies, scientific ways of knowing, and informal learning environments. He also brings sociocultural concepts of learning as well as theoretical insights from the social sciences and humanities. Recent research (with his graduate students) include assessing knowledge in classrooms, literacy and inquiry in primary science, flipped teaching, and engineering, design & technology.
    Subramaniam Ramanathan

    Associate Professor Subramaniam Ramanathan
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    Associate Professor TAN Aik Ling

    Having taught Biology in a secondary school for 10 years, Aik Ling’s interest in the learning of science among students in schools is heightened. She is particularly interested in the interaction between teachers and students as they go about the business of learning in the classroom. Appreciating the fact that educational interactions and transactions are complex, she insists that research into students’ learning should be taken holistically in the ‘natural’ setting of school or the classroom so that the interacting factors of social expectations, power, policies, etc. can be considered.
    TAN Kim Chwee, Daniel

    Associate Professor Daniel TAN Kim Chwee

    I am interested in exploring students’ theoretical and practical understanding of science concepts, their alternative conceptions and sources of these conceptions. This will enable the development of interventions to facilitate meaningful learning and engender conceptual change in students. I have done research on the potential of game-based learning and the use of other information communication technology tools to facilitate more meaningful learning of science. My current research focus is on teachers’ curricular and instructional decision making processes and the impact of educational research on these processes.
    teotangwee1

    Associate Professor TEO Tang Wee

    Tang Wee has recently graduated from the University of Illinois, Urbana-Champaign. Her research interest in examining cultural issues in science curriculum was inspired by her research experience at a specialized STEM (science, technology, engineering, and mathematics) or STEM-focused school in the United States.

    She strongly believes that to nurture scientifically literate learners, science should be taught in culturally relevant ways so that it becomes interesting and relevant. She hopes that her inaugural book onCulturally Relevant Science Activities(2014) co-written with Singapore teachers will inspire other colleagues to foreground culture in science teaching.

    Additionally, her current research work includes examining gender issues in science, technology, and engineering contexts. In particular, she uses the construct of ‘positionality’ to critically examine how female science teachers construct their identity at the intersectionality of science, gender, and education.