Staff Directory

 

TAN Kim Chwee, Daniel

Deputy Head, Teaching and Curriculum Matters, NSSE
67903860
daniel.tan@nie.edu.sg
NIE7-03-62

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. He has conducted 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.  Daniel is an editorial board member of the International Journal of Science Education and Chemistry Education Research and Practice..

Academic Background

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

Courses

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

BOOK CHAPTERS

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.
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.
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.
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., & 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.
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.

BOOKS

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

JOURNAL ARTICLES

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, (),(DOI:10.1039/C4RP00003J), ().
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.
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.
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., & Taber, K.S. (2009). Ionization Energy: Implications of pre-service teachers' conceptions. Journal of Chemical Education, 86,(5), 623-629.
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, 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.
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.
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.
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., 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. (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., 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.
students' conceptions, diagnostic instruments, representations in science