Meng Yew Tee
Biographic Data
| ID | 6504575 |
|---|---|
| NAME | Meng Yew Tee |
| GIVEN NAMES | Meng Yew |
| FAMILY NAME | Tee |
| SIGNATURE | TEE M Y |
| AFFILIATIONS | University of Malaya |
| ORCID | 0000-0003-1695-9390 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 5 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
A teacher’s experience in enacting the knowledge-building approach to teaching about climate change
This study investigates how a science teacher in a Maldivian secondary school enacted the Knowledge Building (KB) approach to facilitate student learning about climate change. A qualitative case study design was used. Data were collected through classroom observations, interviews, and analysis of artefacts generated during lessons, including digital KB platforms such as Padlet. The findings reveal that the teacher initially navigated significant …
Navigating self-directed learning: Interaction between internal and external structures in different self-directed learning contexts
Purpose This study aims to examine how learners manage their self-directed learning (SDL) in different SDL contexts through the lens of structuration theorizing. Design/methodology/approach In this comparative case study, data were collected primarily from in-depth semi-structured interviews with three self-directed learners aged between 15 and 16 years old. Additional data, including interviews with parents and facilitators, as well as documents…
Factors Influencing Preservice EFL Teachers’ Technology Integration Into Language Teaching
In the 21st century, preservice EFL teachers must be able to integrate technology into language education. However, very little research has been carried out on the specific factors that influence preservice teachers to integrate appropriate technology into their language teaching. This study aimed to explore exactly what influences preservice EFL teachers to choose the appropriate technology to incorporate into their lessons through a two-cycle …
Social responsibility and engagement in higher education: Case of the Asean
From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning
Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology - what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised, problem-based learning approach guided by the SECI framework (socialisation, externalisation, combinat…
From socialisation to internalisation: Cultivating technological pedagogical content knowledge through problem-based learning
Recent studies on technology have shifted from the emphasis on technology skills alone to integrating pedagogy and content with technology - what Mishra and Koehler (2005) call technological pedagogical content knowledge (TPACK). Deeper understanding on how TPACK can be cultivated is needed. This design-based research explored how an improvised, problem-based learning approach guided by the SECI framework (socialisation, externalisation, combinat…
Social responsibility and engagement in higher education: Case of the Asean
Factors Influencing Preservice EFL Teachers’ Technology Integration Into Language Teaching
In the 21st century, preservice EFL teachers must be able to integrate technology into language education. However, very little research has been carried out on the specific factors that influence preservice teachers to integrate appropriate technology into their language teaching. This study aimed to explore exactly what influences preservice EFL teachers to choose the appropriate technology to incorporate into their lessons through a two-cycle …
Navigating self-directed learning: Interaction between internal and external structures in different self-directed learning contexts
Purpose This study aims to examine how learners manage their self-directed learning (SDL) in different SDL contexts through the lens of structuration theorizing. Design/methodology/approach In this comparative case study, data were collected primarily from in-depth semi-structured interviews with three self-directed learners aged between 15 and 16 years old. Additional data, including interviews with parents and facilitators, as well as documents…
A teacher’s experience in enacting the knowledge-building approach to teaching about climate change
This study investigates how a science teacher in a Maldivian secondary school enacted the Knowledge Building (KB) approach to facilitate student learning about climate change. A qualitative case study design was used. Data were collected through classroom observations, interviews, and analysis of artefacts generated during lessons, including digital KB platforms such as Padlet. The findings reveal that the teacher initially navigated significant …
Computer Science (3 works) · Mathematics education (3 works) · Psychology (3 works) · Innovative Teaching and Learning Methods (2 works) · Pedagogy (2 works) · Sociology (2 works) · Teacher education (2 works) · Teaching method (2 works) · Technology integration (2 works) · Autodidacticism (1 works)