Chew Lee Teo
Biographic Data
| ID | 8841391 |
|---|---|
| NAME | Chew Lee Teo |
| GIVEN NAMES | Chew Lee |
| FAMILY NAME | Teo |
| SIGNATURE | TEO C L |
| AFFILIATIONS | Nanyang Technological University |
| ORCID | 0000-0002-3526-3260 |
| VERIFIED | Yes |
| TOTAL WORKS | 5 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 5 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2025 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
Task Engagement in Matrix Reasoning Performance
Matrix reasoning tasks remain among the most widely used instruments for assessing abstract reasoning and are often assumed to be culturally neutral. However, this assumption has been challenged by studies reporting significant cross-cultural variation in performance on nonverbal matrix reasoning tasks, even when groups show comparable performance on verbal measures of general cognitive ability. One plausible reason is that many matrix reasoning …
Knowledge building scaffolds
Teachers' professional agency in learning with AI
This study investigated using generative artificial intelligence (GAI) as a learning companion for elementary school teachers to understand, design and implement the knowledge building (KB) approach in their school. The KB learning companion for teachers (KB LCT), a GAI chatbot, was developed to support teachers, integrating human–AI and human–human interactions. The cultural‐historical activity theory (CHAT) was used as a methodological lens to …
A pragmatic study of teacher dialogues with a large language model-based AI chatbot
This study investigated how teachers interacted with a Large Language Model (LLM)-based chatbot and the pragmatic strategies they employed during these interactions. Three elementary school teachers used the chatbot to learn a pedagogy called knowledge building and to co-design knowledge building lessons. The chatbot's functional responses were shaped by several factors, including its pretraining, the system prompts provided by the researcher, an…
University instructors’ changes of conceptions about teaching and learning in knowledge building professional development
This study examined university instructors’ changes in conceptions of teaching and learning through a compact Knowledge Building Professional Development (KBPD) program. Ten instructors from an autonomous university in Singapore joined this study. Data were gathered from multiple sources, including classroom artefacts, surveys, and interviews. The analysis of classroom artefacts and surveys indicated that after KBPD, instructors held a more const…
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University instructors’ changes of conceptions about teaching and learning in knowledge building professional development
This study examined university instructors’ changes in conceptions of teaching and learning through a compact Knowledge Building Professional Development (KBPD) program. Ten instructors from an autonomous university in Singapore joined this study. Data were gathered from multiple sources, including classroom artefacts, surveys, and interviews. The analysis of classroom artefacts and surveys indicated that after KBPD, instructors held a more const…
Task Engagement in Matrix Reasoning Performance
Matrix reasoning tasks remain among the most widely used instruments for assessing abstract reasoning and are often assumed to be culturally neutral. However, this assumption has been challenged by studies reporting significant cross-cultural variation in performance on nonverbal matrix reasoning tasks, even when groups show comparable performance on verbal measures of general cognitive ability. One plausible reason is that many matrix reasoning …
Knowledge building scaffolds
Teachers' professional agency in learning with AI
This study investigated using generative artificial intelligence (GAI) as a learning companion for elementary school teachers to understand, design and implement the knowledge building (KB) approach in their school. The KB learning companion for teachers (KB LCT), a GAI chatbot, was developed to support teachers, integrating human–AI and human–human interactions. The cultural‐historical activity theory (CHAT) was used as a methodological lens to …
A pragmatic study of teacher dialogues with a large language model-based AI chatbot
This study investigated how teachers interacted with a Large Language Model (LLM)-based chatbot and the pragmatic strategies they employed during these interactions. Three elementary school teachers used the chatbot to learn a pedagogy called knowledge building and to co-design knowledge building lessons. The chatbot's functional responses were shaped by several factors, including its pretraining, the system prompts provided by the researcher, an…
Innovative Teaching and Learning Methods (3 works) · Cognition (2 works) · Mathematics education (2 works) · Psychology (2 works) · Sociology (2 works) · Agency (philosophy) (1 work) · AI in Service Interactions (1 work) · Analytic reasoning (1 work) · Artificial Intelligence (1 work) · Artificial Intelligence (1 work)