Staff Directory


TAN Kim Chwee, Daniel

Deputy Head, Teaching and Curriculum Matters, NSSE
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Daniel Tan is Associate Professor at the National Institute of Education, Nanyang Technological University, Singapore. He obtained his B.Sc.(Hons) and Diploma in Education from the National University of Singapore, and M.Sc. and Ph.D. from Curtin University of Technology. He taught chemistry in secondary school for 8 years before moving on to teacher education at the National Institute of Education. Daniel enjoys teaching chemistry education courses and received the Excellence in Teaching Commendation Award from the National Institute of Education in 2009 and 2014. He also received the Hewlett-Packard Innovation in Information Technology (HP INIT) Gold Award 2002 and INNERGY Awards 2002 (Gold) for the development of a chemistry multi-media instructional package in collaboration with Crescent Girls’ School.

Daniel conducts research in students' understanding and alternative conceptions of science concepts, science curriculum, practical work and the use of ICT in science learning. He has developed two-tier multiple choice diagnostic instruments for determining secondary students' understanding of chemical bonding, inorganic chemistry qualitative analysis, and ionisation energy.  He is an Editorial Board member of the International Journal of Science Education and Chemistry Education Research and Practice, and an Advisory Board member for the Royal Society of Chemistry Advances in Chemistry Education Series.

Academic Background

  • PhD Curtin University of Technology
  • MSc Curtin University of Technology
  • Dip Ed
  • BSc (Hons) National University of Singapore


MEd modules

  • MSC884 Science Curriculum Change and Evaluation
  • MSC888 Representations and New Media in Science Education

PGDE(Sec) modules

  • QCY520 Teaching of chemistry I (Curriculum and instructional methods)
  • QCY522 Teaching of chemistry III (Microteaching)

PGDE(JC) modules

  • QCY540 Teaching of JC chemistry I (Curriculum and instructional methods)

In-service courses

  • Creativity in teaching chemistry
  • Alternative conceptions in chemistry
  • Planning investigations and experimental design in chemistry
  • Datalogging in chemistry
  • Assessment in primary science

Research Interests

  • Development of diagnostic instruments to determine students’ understanding of science conceptions
  • Multimodality in chemistry
  • Science curriculum
  • Practical work
  • ICT in science education
  • Impact of education research on classroom practices


Tan, K. C. D. (2014). Using inquiry to facilitate meaningful learning in inorganic chemistry qualitative analysis. IN A. L. Tan, C. L. Pooh, & S. S. L. Lim (EDS.), Inquiry into the Singapore science classroom: Research and practices (PP. 211-226). Singapore: Springer.
Chue, S., & Tan, K.C.D. (2012). Multimodality in problem solving. IN K.C.D. Tan, & M. Kim (EDS.), Issues and challenges in science education research: Moving forward (PP. 55-71). Dordrecht: Springer.
Chee, Y. S., Tan, K. C. D., Tan, E. M., & Jan, M. (2012). Learning chemistry performatively: Epistemological and pedagogical bases of design-for-learning with computer and video games. IN Tan, K. C. D. & Kim, M. (EDS.), Issues and challenges in science education research: Moving forward (PP. 245-262). Dordrecht: Springer.
Tan, K.C.D. & Koh, T.S. (2010). Singapore. IN B. Risch (ED.), Teaching chemistry around the world (PP. 155-176). Munster, Germany: Waxmann Publishing Co.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2009). Linking the macroscopic, sub-microscopic and symbolic levels: the case of inorganic qualitative analysis. IN J.K. Gilbert & D.F. Treagust (EDS.), Multiple representations in chemical education (PP. 137-150). Dordrecht: Springer.
Tan, K.C.D., Lee, Y.-J., & Tan, A.-L. (2009). Environmental education in Singapore: Learning to manage urban landscapes and futures. IN N. Taylor, R.K. Coll, M. Littledike, & C. Eames (EDS.), Environmental education in context: An international perspective of the development of environmental education (PP. 243-251). Rotterdam: Sense Publishers.
Koh, T.S. & Tan K.C.D. (2009). Web 2.0 technologies and science education. IN L.W.H. Tan & R. Subramaniam (EDS.), Handbook of research on new media literacy at the K-12 level: Issues and challenges (PP. 310-325). Hershey, PA: IGI Global.
Coll, R.K., Chang, W.-H., Dillon, J., Justi, R., Mortimer, E., Tan, K.C.D., Treagust, D.F., & Webb, P. (2009). An international perspective of monitoring educational research quality: Commonalities and differences. IN M.C. Shelley II, L.D. Yore, & B. Hand (EDS.), Quality research in literacy and science education: International perspectives and gold standards (PP. 107-137). Dordrecht: Springer.
Chue, S., Lee, Y.-J., & Tan, K. C. D. (2008). Getting the point: Chemical concepts in action. IN Lee, Y.-J., & Tan, A.-L. (EDS.), Science education at the nexus of theory and practice (PP. 111-133). Rotterdam: Sense Publishers.
Koh, T.S, Tan, K.C.D., & Cheah, H.M. (2008). Science education in Singapore: Meeting the challenges ahead. IN R.K. Coll & N. Taylor (EDS.), Science education in context: An international examination of the influence of context on science curricula development and implementation (PP. 283-290). Rotterdam: Sense Publishers.


Tan, K. C. D., & Kim, M. (EDS.). (2012). Issues and challenges in science education research: Moving forward (PP. 350). Dordrecht: Springer.


Loh, A.L.S., Subramaniam, R. & Tan, K.C.D. (2014). Exploring students' understanding of electrochemical cells using an enhanced two-tier diagnostic instrument. Research in Science & Technological Education, 32,(3), 229-250.
Tan, K.C.D., & Gilbert, J.K. (2014). Chemistry teaching: Impact of research on practice. Chemistry Education Research and Practice, 15,(2), 207-218.
Teo, T. W., Tan, K. C. D., Yan, Y. K., Teo, Y. C., & Yeo, L. W. (2014). How flip teaching supports chemistry undergraduate laboratory learning. Chemistry Education Research and Practice, 15,(4), 550-567.
Chee, Y. S., & Tan, K. C. D. (2012). Becoming chemists through game-based inquiry learning: The case of "Legends of Alkhimia". Electronic Journal of e-Learning, 10,(2), 185–198.
Tan, K.C.D., Mocerino, M., Treagust, D.F., & Chandrasegaran, A.L. (2012). Understanding rate of acid reactions: Comparison between pre-service teachers and Grade 10 Students. Australian Journal of Education in Chemistry, 72,(), 37-54.
Taber, K.S., & Tan, K.C.D. (2011). The insidious nature of ‘hard core’ alternative conceptions: Implications for the constructivist research programme of patterns in high school students’ and pre-service teachers’ thinking about ionisation energy. International Journal of Science Education, 33,(2), 259-297.
Tan, K.C.D., Treagust, D.F., Chandrasegaran, A.L., & Mocerino, M. (2010). Kinetics of acid reactions: Making sense of associated concepts. Chemistry Education Research and Practice, 11,(4), 267-280.
Tan, K.C.D (2009). Chemistry in the Singapore school curriculum. Australian Journal of Education in Chemistry, 70,(), 17-22.
Tan, K.C.D., & Taber, K.S. (2009). Ionization Energy: Implications of pre-service teachers' conceptions. Journal of Chemical Education, 86,(5), 623-629.
Tan, K.C.D., Taber, K.S, Liu, X., Coll, R.K., Lorenzo, M., Li, J., Goh, N.K., & Chia, L.S. (2008). Students' conceptions of ionisation energy: A cross-cultural study. International Journal of Science Education, 30,(2), 263-283.
Tan, K.C.D. & Koh, T.S. (2008). The use of Web 2.0 technologies in school science. School Science Review, 90,(330), 113-117.
Chue, S., & Tan, K.C.D. (2007). First year undergraduate students' difficulties with ball-and-stick molecular models. Journal of Korean Association for Research in Science Education, 27,(6), 477-487.
Taber, K.S., & Tan, K.C.D. (2007). Exploring learners' conceptual resources: Singapore A level students' explanations in the topic of ionisation energy. International Journal of Science and Mathematics Education, 5,(3), 375-392.
Tan, K.C.D., Hedberg, J.G., Koh, T.S., & Seah, W.C. (2006). Datalogging in Singapore schools: Supporting effective implementations. Research in Science & Technological Education, 24,(1), 111-127.
Tan, K.C.D. (2005). Pre-service teachers' conceptions of basic inorganic qualitative analysis. Canadian Journal of Science, Mathematics and Technology Education, 5,(1), 7-20.
Tan, K.C.D., Taber, K.S, Goh, N.K., & Chia, L.S. (2005). The ionisation energy diagnostic instrument: a two tier multiple-choice instrument to determine high school students' understanding of ionisation energy. Chemistry Education Research and Practice, 6,(4), 180-197.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2004). Qualitative analysis practical work - an instructional package. School Science Review, 85,(313), 97-102.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2002). Development and application of a two-tier diagnostic instrument to assess high school students' understanding of inorganic chemistry qualitative analysis. Journal of Research in Science Teaching, 39,(4), 283-301.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2001). Secondary students' perceptions about learning qualitative analysis in inorganic chemistry. Research in Science & Technological Education, 19,(2), 223-234.
Tan, K.C.D., & Treagust, D.F. (1999). Evaluating students' understanding of chemical bonding. School Science Review, 81,(294), 75-83.


Tan, K. C. D., & Chee, Y. S. (2013, May). International Conference for Science Educators and Teachers. KEYNOTE ADDRESS, Affordances of, and challenges to, game-based learning in science, Pattaya, Thailand.
Tan, K.C.D. (2012, December). Singapore International Science Teachers' Conference. KEYNOTE ADDRESS, If science is what it is, how do we want our students to learn science?, Singapore, Singapore.
students' conceptions, diagnostic instruments, representations in science, chemistry curriculum, information and communication technology in science education