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Examining Normal Academic/Technical Students’ Science Learning From a Sociological and Cultural Lens

Introduction

This research seeks to investigate Singapore Normal stream students’ science curriculum experiences. In this study, both quantitative and qualitative research methods will be used to collect generalised and case specific data. The overall goal of the study is to improve the teaching and learning of science for all.

Research Team

Principal Investigator

twteoTEO Tang Wee
PhD, MEd, BSc (first class honours), PGDE(S)
Assistant Professor
Tang Wee has graduated from the University of Illinois, Urbana-Champaign in 2011. 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 on Culturally 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.

Co-Principal Investigator

YEO, JenniferYEO, Jennifer
PhD
Assistant Professor

Jennifer joined NSSE/NIE in 2007 as a lecturer and was appointed Assistant Professor in 2011. Prior to joining NIE, Jennifer taught physics and English in Victoria School for eight years. She was the subject head of audio and visual department and then of physics.  As she embarked on the Master of Arts in instructional design and technologies and Ph.D, she assisted in various research projects related to the use of technologies in teaching and learning.

Jennifer's research interest is in understanding how people learn science. Her earlier studies looked at students’ sense-making in problem-based learning and knowledge building environments. Her current research focuses on the role of representations in students’ construction of scientific explanation and argumentation.

Collaborators
  • Sonya N. Martin is an Assistant Professor in Science Education at Seoul National University in Seoul, Republic of Korea.
  • Angela Calabrese Barton is a Professor in Teacher Education at Michigan State University, US.
  • Jonathan Goh is an Associate Professor in Teacher Education at National Institute of Education, Singapore.
Research Assistants

psyapYAP Pui San
MEd, PGDE(P), BA
Research Associate
Pui San was a primary science teacher before joining NIE as a Research Associate. She obtained her BA from the National University of Singapore, PDGE and MEd from National Institute of Education, Nanyang Technological University, Singapore. As a trained primary school teacher, Pui San strongly believes in an inclusive education. Her research interests include equity and social justice in education and early childhood teaching and learning. 

LWYeo1YEO Leck Wee
BSc(Psych)
Research Assistant
Leck Wee graduated with a BSc(Psych) degree from Griffith University, Australia, in 2012. While new to the field of education research, he has taken particular interest in developmental psychology of children and adolescents during his bachelor education. His area of interested includes student’s academic interest, motivations, and self-concept.

Contact Us

Please contact us at tangwee.teo@nie.edu.sg. Thank you.