Aik‐ling Tan
Biographic Data
| ID | 4860927 |
|---|---|
| NAME | Aik‐ling Tan |
| GIVEN NAMES | Aik‐ling |
| FAMILY NAME | Tan |
| SIGNATURE | TAN A L |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0002-4627-4977 |
| VERIFIED | Yes |
| TOTAL WORKS | 13 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 13 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2008 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Productive Transdisciplinary Engagement
Exploring science teachers’ epistemic beliefs about scientific inquiry and influencing factors
Science teachers play a critical role in fostering scientific literacy by engaging students in scientific practices. However, little is understood about science teachers’ epistemic beliefs about scientific inquiry and the influence of their demographic backgrounds on these beliefs. We conducted a mixed-methods study with 367 teachers of science in China using the Views About Scientific Inquiry questionnaire (VASI). Results revealed limited inform…
School students’ aspirations for STEM careers
This study examined the processes that contributed to students’ aspirations for STEM careers and unpacked the relationships between students’ self-concept in science and mathematics learning, perceived parental expectations, perceptions of STEM professionals, career outcome expectations and STEM career aspirations. Structural equation modelling was used to analyse quantitative survey data of 2,477 primary and secondary school students studying in…
Teachers’ pedagogical reasoning and actions in customising curriculum resources
This study identifies how teachers customise curriculum resources during inquiry activities in primary science lessons with different classroom contexts. We specifically focused on teachers’ pedagogical reasoning and actions in selecting and organising resources from the perspective of the Refined Consensus Model of Pedagogical Content Knowledge (RCM-PCK). Based on a total of 15 lessons taught by five teachers, several types of data were collecte…
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Enhancing Students’ Learning of the Concept of Equilibrium Through a Culturally Responsive Inquiry of the Bulan Kite
STEM Problem Solving
Developing content teachers’ language awareness through practitioner-researcher inquiry into student writing
Spiderman and science
This study addresses the influence of popular media on how young children perceive science and the work of scientists. Using an adapted version of the Draw-A-Scientist Test, 15 classes of fourth graders (9–10 years old) at three different schools in Singapore were sampled ( n = 266). The students’ drawings as well as their identification of three sources from which they obtained inspiration for their drawings were analyzed. Our results showed a s…
Inquiry into the Singapore Science Classroom
Mapping Curriculum Innovation in STEM Schools to Assessment Requirements
Specialized science, technology, engineering, and mathematics (STEM) schools create niche areas in an attempt to attract the best students, establish the school status, and justify their privilege to valuable resources. One Singapore STEM school does this in applied science learning to differentiate its curriculum from the national prescribed curriculum. Reflecting on the issues of curriculum innovation from the perspective of a teacher and head …
Learning to be a science teacher
This paper examines pre-service teachers' reflection on teaching after participating in an online course using videos of micro-skills coupled with self reflection and group blogs. Data sources included 137 online blog entries collected from 26 participants as well as semi-structured interviews with the participants at the end of the course. Larrivee's (2008) four levels of reflection (pre, surface, pedagogical and critical) were used to code the …
Catalyzing student–teacher interactions and teacher learning in science practical formative assessment with digital video technology
Mapping Curriculum Innovation in STEM Schools to Assessment Requirements
Specialized science, technology, engineering, and mathematics (STEM) schools create niche areas in an attempt to attract the best students, establish the school status, and justify their privilege to valuable resources. One Singapore STEM school does this in applied science learning to differentiate its curriculum from the national prescribed curriculum. Reflecting on the issues of curriculum innovation from the perspective of a teacher and head …
Catalyzing student–teacher interactions and teacher learning in science practical formative assessment with digital video technology
Learning to be a science teacher
This paper examines pre-service teachers' reflection on teaching after participating in an online course using videos of micro-skills coupled with self reflection and group blogs. Data sources included 137 online blog entries collected from 26 participants as well as semi-structured interviews with the participants at the end of the course. Larrivee's (2008) four levels of reflection (pre, surface, pedagogical and critical) were used to code the …
Inquiry into the Singapore Science Classroom
Mapping Curriculum Innovation in STEM Schools to Assessment Requirements
Specialized science, technology, engineering, and mathematics (STEM) schools create niche areas in an attempt to attract the best students, establish the school status, and justify their privilege to valuable resources. One Singapore STEM school does this in applied science learning to differentiate its curriculum from the national prescribed curriculum. Reflecting on the issues of curriculum innovation from the perspective of a teacher and head …
Spiderman and science
This study addresses the influence of popular media on how young children perceive science and the work of scientists. Using an adapted version of the Draw-A-Scientist Test, 15 classes of fourth graders (9–10 years old) at three different schools in Singapore were sampled ( n = 266). The students’ drawings as well as their identification of three sources from which they obtained inspiration for their drawings were analyzed. Our results showed a s…
Developing content teachers’ language awareness through practitioner-researcher inquiry into student writing
STEM Problem Solving
Completing the progression establishing an international baseline of primary, middle and secondary students’ views of scientific inquiry
Knowledge of scientific inquiry (SI) is considered essential to the development of an individual's Scientific Literacy (SL) and therefore, SI is included in many international science education reform documents. Two previous large scale international studies assessed the SI understandings of students entering middle school and secondary students at the end of their formal K-12 science education. The purpose of this international project was to us…
Enhancing Students’ Learning of the Concept of Equilibrium Through a Culturally Responsive Inquiry of the Bulan Kite
Teachers’ pedagogical reasoning and actions in customising curriculum resources
This study identifies how teachers customise curriculum resources during inquiry activities in primary science lessons with different classroom contexts. We specifically focused on teachers’ pedagogical reasoning and actions in selecting and organising resources from the perspective of the Refined Consensus Model of Pedagogical Content Knowledge (RCM-PCK). Based on a total of 15 lessons taught by five teachers, several types of data were collecte…
Productive Transdisciplinary Engagement
Exploring science teachers’ epistemic beliefs about scientific inquiry and influencing factors
Science teachers play a critical role in fostering scientific literacy by engaging students in scientific practices. However, little is understood about science teachers’ epistemic beliefs about scientific inquiry and the influence of their demographic backgrounds on these beliefs. We conducted a mixed-methods study with 367 teachers of science in China using the Views About Scientific Inquiry questionnaire (VASI). Results revealed limited inform…
School students’ aspirations for STEM careers
This study examined the processes that contributed to students’ aspirations for STEM careers and unpacked the relationships between students’ self-concept in science and mathematics learning, perceived parental expectations, perceptions of STEM professionals, career outcome expectations and STEM career aspirations. Structural equation modelling was used to analyse quantitative survey data of 2,477 primary and secondary school students studying in…
Psychology (11 works) · Mathematics education (10 works) · Pedagogy (8 works) · Science Education and Pedagogy (8 works) · Science education (7 works) · Sociology (6 works) · Computer Science (5 works) · Discipline (3 works) · Education and Critical Thinking Development (3 works) · Innovative Teaching and Learning Methods (3 works)