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个人简介
TEO Tang Wee is an Associate Professor in the Natural Sciences and Science Education (Academic Group) in the National Institute of Education. She is also the Co-Head of the Multi-centric Education, Research and Industry STEM Centre (meriSTEM@NIE).
Tang Wee is a social equity scholar in science education. She applies a critical lens to examine diverse equity issues in science education that affect learners (e.g., science learners with special education needs, lower track students, children aged 6-8, and international students) who are underrepresented in the local and international literature. She has more than a decade of teaching and research experience in STEM teaching and learning, specifically, critical studies of STEM education. Her current work focuses on special education needs science learners and lower track science students. As a trained chemist and chemistry education professor, she also actively publishes in chemistry education journals.
Tang Wee was awarded the Singapore Ministry of Education Teaching Award to read Chemistry at the National University of Singapore. She gave the keynote speech at the Chemistry Honours Symposium and graduated with First Class Honors. She was an active member of the Special Programme in Science and Talent Development Programme. She was placed on the Dean’s List for four consecutive semesters and the Vice-Chancellor’s List for meritorious academic achievements. In 2018, she was the recipient of the NIE Research Excellence Award and the Xilong Scientific - Singapore National Institute of Chemistry Industry Award in Chemistry Education.
Prior to her doctoral studies, Tang Wee taught at Naval Base Secondary School, Meridian Junior College, and the NUS High School of Mathematics and Science.
In 2007-2011, she received the National Institute of Education Overseas Graduate Scholarship to pursue her PhD in Curriculum and Instruction at the University of Illinois, Urbana-Champaign. During that time, Tang Wee worked on several research projects. She was a research assistant of a National Science Foundation funded project A Learning Progression for Scientific Modeling. She conducted a case study on inquiry reform and curriculum evaluation in a US STEM school and was hired as a program evaluator on a UIUC Graduate College Focal Initiative outreach programme. She also taught a Masters level educational psychology course to preservice teachers enrolled in the Illinois teacher certification programme.
She co-edited the books Teaching Science in Culturally-Relevant Ways: Ideas From Singapore Teachers (2014) and Science Education Research and Practice in Asia-Pacific and Beyond (2017). She also co-edited a special issue on Critical Issues in STEM Schools in the journal Theory Into Practice and edited a focus issue on Play in Early Childhood Science Education in the journal Pedagogies: An International Journal and a special issue. Currently, she is editing a special issue on Broadening and Deepening the Dialogue About "Low Achievers” in the Asia-Pacific Journal of Education.
Tang Wee is a social equity scholar in science education. She applies a critical lens to examine diverse equity issues in science education that affect learners (e.g., science learners with special education needs, lower track students, children aged 6-8, and international students) who are underrepresented in the local and international literature. She has more than a decade of teaching and research experience in STEM teaching and learning, specifically, critical studies of STEM education. Her current work focuses on special education needs science learners and lower track science students. As a trained chemist and chemistry education professor, she also actively publishes in chemistry education journals.
Tang Wee was awarded the Singapore Ministry of Education Teaching Award to read Chemistry at the National University of Singapore. She gave the keynote speech at the Chemistry Honours Symposium and graduated with First Class Honors. She was an active member of the Special Programme in Science and Talent Development Programme. She was placed on the Dean’s List for four consecutive semesters and the Vice-Chancellor’s List for meritorious academic achievements. In 2018, she was the recipient of the NIE Research Excellence Award and the Xilong Scientific - Singapore National Institute of Chemistry Industry Award in Chemistry Education.
Prior to her doctoral studies, Tang Wee taught at Naval Base Secondary School, Meridian Junior College, and the NUS High School of Mathematics and Science.
In 2007-2011, she received the National Institute of Education Overseas Graduate Scholarship to pursue her PhD in Curriculum and Instruction at the University of Illinois, Urbana-Champaign. During that time, Tang Wee worked on several research projects. She was a research assistant of a National Science Foundation funded project A Learning Progression for Scientific Modeling. She conducted a case study on inquiry reform and curriculum evaluation in a US STEM school and was hired as a program evaluator on a UIUC Graduate College Focal Initiative outreach programme. She also taught a Masters level educational psychology course to preservice teachers enrolled in the Illinois teacher certification programme.
She co-edited the books Teaching Science in Culturally-Relevant Ways: Ideas From Singapore Teachers (2014) and Science Education Research and Practice in Asia-Pacific and Beyond (2017). She also co-edited a special issue on Critical Issues in STEM Schools in the journal Theory Into Practice and edited a focus issue on Play in Early Childhood Science Education in the journal Pedagogies: An International Journal and a special issue. Currently, she is editing a special issue on Broadening and Deepening the Dialogue About "Low Achievers” in the Asia-Pacific Journal of Education.
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论文共 69 篇作者统计合作学者相似作者
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STEM Inquiry and Its Practice in K-12 Classroomspp.92-100, (2024)
STEM Educationno. 4 (2024): 381-420
Research in Science Educationpp.1-21, (2024)
STEM Inquiry and Its Practice in K-12 Classroomspp.1-27, (2024)
JOURNAL OF CURRICULUM STUDIESno. 1 (2024): 35-57
STEM Inquiry and Its Practice in K-12 Classroomspp.131-135, (2024)
crossref(2024)
STEM Inquiry and Its Practice in K-12 Classroomspp.28-41, (2024)
STEM Inquiry and Its Practice in K-12 Classroomspp.119-129, (2024)
STEM Educationno. 1 (2024): 20-34
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作者统计
#Papers: 69
#Citation: 304
H-Index: 9
G-Index: 16
Sociability: 4
Diversity: 1
Activity: 2
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