Academic Profile : Faculty
Assoc Prof Tan Kim Chwee, Daniel
Deputy Director (Academic), Research Management, Education Research Funding Programme Office
Associate Professor, National Institute of Education - Natural Sciences & Science Education
Email
Journal Articles (Central)
Tan, K. C. D., Lim, X. Y., & Talbot, C. D. (2021). Using web-based diagnostic assessment. School Science Review, 102(381), 65-69.
Yeo, J., Lim, E., Tan, K. C. D., Ong, Y. S (2021). The Efficacy of an Image-to-Writing Approach to Learning Abstract Scientific Concepts: Temperature and Heat. International Journal of Science and Mathematics Education, 19(1), 21'44.
Yeo, J. ,Wong, W. L., Tan, K. C. D., Ong, Y. S., & Delserieys-Pedregosa, A. (2020). Using visual representation in realising the concept of 'Heat' in primary science. Learning: Research and Practi ce, 6(1), 34-50.
Tan, K. C. D., Yeo, J., Tan, P. H., & Ong, A. (2019). Differentiating heat and temperature: An image-to-writing approach. Primary Science, 160, 21-24.
Tan K. C. D., Taber, K. S., Liew, Y. Q., & Teo, K. L. A. (2019). A web-based ionisation energy diagnos tic instrument: Exploiting the affordances of technology. Chemistry Education Research and Practice, 20(2), 412-427.
孙 影, 刘 禹,& 陈金水 (2019). 新加坡职前化学教师教 2946;模式:评析与启示. 化 学 教 育, 40(6), 91-96.
Chue, S., Lee, Y.-J., & Tan, K. C. D (2015). Iconic gestures as undervalued representationsduring science teaching. Cogent Education, 2(null), 1021554.
Loh, A.L.S. , Subramaniam*, R. & Tan, K.C.D. (2014). Exploring students' understanding of electrochemical cells using an enhanced two-tier diagnostic instrument. Research in Science & Technological Education, 32(3), 229-250.
Tan, K.C.D., & Gilbert, J.K. (2014). Chemistry teaching: Impact of research on practice. Chemistry Education Research and Practice, 15(2), 207-218.
Teo, T. W., Tan, K. C. D., Yan, Y. K., Teo, Y. C., & Yeo, L. W. (2014). How flip teaching supports chemistry undergraduate laboratory learning. Chemistry Education Research and Practice, 15(4), 550-567.
Tan, K. C. D., & Y. S. Chee (2014). Playing games, learning science: promise and challenges. Australian Journal of Education in Chemistry, 73, 20-28.
Tan, K.C.D., Mocerino, M., Treagust, D.F., & Chandrasegara n, A.L. (2012). Understanding rate of acid reactions: Comparison between pre-service teachers and Grade 10 Students. Australian Journal of Education in Chemistry, 72, 37-54.
Chee, Y. S., & Tan, K. C. D. (2012). Becoming chemists through game-based inquiry learning: The case of "Legends of A lkhimia". Electronic Journal of e-Learning, 10(2), 185'198.
Taber, K.S., & Tan, K.C.D. (2011). The insidious nature of 'hard core' alternative conceptions: Implications for the constructivist research programme of patterns in high school students' and pre-service teachers' thinking about io nisation energy. International Journal of Science Education, 33(2), 259-297.
Tan, K.C.D., Treagust, D.F., Chandrasegaran, A.L., & Mocerino, M. (2010). Kinetics of acid reactions: Making sense of associated concepts. Chemistry Education Research and Practice, 11(4), 267-280.
Tan, K. C.D (2009). Chemistry in the Singapore school curriculum. Australian Journal of Education in Chemistry, 70, 17-22.
Tan, K.C.D., & Taber, K.S. (2009). Ionization Energy: Implications of pre-service teachers' conceptions. Journal of Chemical Education, 86(5), 623-629.
Tan, K.C.D. & Koh, T.S. (2008). The use of Web 2.0 technologies in school science. School Science Review, 90(330), 113-117.
Tan, K.C.D., Taber, K.S, Liu, X., Coll, R.K., Lorenzo, M., Li, J., Goh, N.K., & Chia, L.S. (2008). Students' conceptions of ionisation energy: A cross-cultural study. Internation al Journal of Science Education, 30(2), 263-283.
Chue, S., & Tan, K.C.D. (2007). First year undergraduate students' difficulties with ball-and-stick molecular models. Journal of Korean Association for Research in Science Education, 27(6), 477-487.
Taber, K.S., & Tan, K.C.D. (2007). Ex ploring learners' conceptual resources: Singapore A level students' explanations in the topic of ionisation energy. International Journal of Science and Mathematics Education, 5(3), 375-392.
Tan, K.C.D., Hedberg, J.G., Koh, T.S., & Seah, W.C. (2006). Datalogging in Singapore schools: Suppor ting effective implementations. Research in Science & Technological Education, 24(1), 111-127.
Tan, K.C.D., Taber, K.S, Goh, N.K., & Chia, L.S. (2005). The ionisation energy diagnostic instrument: a two tier multiple-choice instrument to determine high school students' understanding of ionisation energy. Chemistry Education Research and Practice, 6(4), 180-197.
Tan, K.C.D. (2005). Pre-service teachers' conceptions of basic inorganic qualitative analysis. Canadian Journal of Science, Mathematics and Technology Educat ion, 5(1), 7-20.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2004). Qualitative analysis practical work - an instructional package. School Science Review, 85(313), 97-102.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2004). Major sources of difficulty in students' u nderstanding of basic inorganic qualitative analysis. Journal of Chemical Education, 81(5), 725-732.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2002). Development and application of a two-tier diagnostic instrument to assess high school students' understanding of inorganic chemis try qualitative analysis. Journal of Research in Science Teaching, 39(4), 283-301.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2001). Secondary students' perceptions about learning qualitative analysis in inorganic chemistry. Research in Science & Technological Education, 19(2), 223-234.
Tan, K.C.D., & Treagust, D.F. (1999). Evaluating students' understanding of chemical bonding. School Science Review, 81(294), 75-83.
Goh, N.K., Chia, L.S. & Tan, D. (1994). Some analogies for teaching atomic structure at high school level. Journal of Chemical Education, 71(3), 733-734.
Yeo, J., Lim, E., Tan, K. C. D., Ong, Y. S (2021). The Efficacy of an Image-to-Writing Approach to Learning Abstract Scientific Concepts: Temperature and Heat. International Journal of Science and Mathematics Education, 19(1), 21'44.
Yeo, J. ,Wong, W. L., Tan, K. C. D., Ong, Y. S., & Delserieys-Pedregosa, A. (2020). Using visual representation in realising the concept of 'Heat' in primary science. Learning: Research and Practi ce, 6(1), 34-50.
Tan, K. C. D., Yeo, J., Tan, P. H., & Ong, A. (2019). Differentiating heat and temperature: An image-to-writing approach. Primary Science, 160, 21-24.
Tan K. C. D., Taber, K. S., Liew, Y. Q., & Teo, K. L. A. (2019). A web-based ionisation energy diagnos tic instrument: Exploiting the affordances of technology. Chemistry Education Research and Practice, 20(2), 412-427.
孙 影, 刘 禹,& 陈金水 (2019). 新加坡职前化学教师教 2946;模式:评析与启示. 化 学 教 育, 40(6), 91-96.
Chue, S., Lee, Y.-J., & Tan, K. C. D (2015). Iconic gestures as undervalued representationsduring science teaching. Cogent Education, 2(null), 1021554.
Loh, A.L.S. , Subramaniam*, R. & Tan, K.C.D. (2014). Exploring students' understanding of electrochemical cells using an enhanced two-tier diagnostic instrument. Research in Science & Technological Education, 32(3), 229-250.
Tan, K.C.D., & Gilbert, J.K. (2014). Chemistry teaching: Impact of research on practice. Chemistry Education Research and Practice, 15(2), 207-218.
Teo, T. W., Tan, K. C. D., Yan, Y. K., Teo, Y. C., & Yeo, L. W. (2014). How flip teaching supports chemistry undergraduate laboratory learning. Chemistry Education Research and Practice, 15(4), 550-567.
Tan, K. C. D., & Y. S. Chee (2014). Playing games, learning science: promise and challenges. Australian Journal of Education in Chemistry, 73, 20-28.
Tan, K.C.D., Mocerino, M., Treagust, D.F., & Chandrasegara n, A.L. (2012). Understanding rate of acid reactions: Comparison between pre-service teachers and Grade 10 Students. Australian Journal of Education in Chemistry, 72, 37-54.
Chee, Y. S., & Tan, K. C. D. (2012). Becoming chemists through game-based inquiry learning: The case of "Legends of A lkhimia". Electronic Journal of e-Learning, 10(2), 185'198.
Taber, K.S., & Tan, K.C.D. (2011). The insidious nature of 'hard core' alternative conceptions: Implications for the constructivist research programme of patterns in high school students' and pre-service teachers' thinking about io nisation energy. International Journal of Science Education, 33(2), 259-297.
Tan, K.C.D., Treagust, D.F., Chandrasegaran, A.L., & Mocerino, M. (2010). Kinetics of acid reactions: Making sense of associated concepts. Chemistry Education Research and Practice, 11(4), 267-280.
Tan, K. C.D (2009). Chemistry in the Singapore school curriculum. Australian Journal of Education in Chemistry, 70, 17-22.
Tan, K.C.D., & Taber, K.S. (2009). Ionization Energy: Implications of pre-service teachers' conceptions. Journal of Chemical Education, 86(5), 623-629.
Tan, K.C.D. & Koh, T.S. (2008). The use of Web 2.0 technologies in school science. School Science Review, 90(330), 113-117.
Tan, K.C.D., Taber, K.S, Liu, X., Coll, R.K., Lorenzo, M., Li, J., Goh, N.K., & Chia, L.S. (2008). Students' conceptions of ionisation energy: A cross-cultural study. Internation al Journal of Science Education, 30(2), 263-283.
Chue, S., & Tan, K.C.D. (2007). First year undergraduate students' difficulties with ball-and-stick molecular models. Journal of Korean Association for Research in Science Education, 27(6), 477-487.
Taber, K.S., & Tan, K.C.D. (2007). Ex ploring learners' conceptual resources: Singapore A level students' explanations in the topic of ionisation energy. International Journal of Science and Mathematics Education, 5(3), 375-392.
Tan, K.C.D., Hedberg, J.G., Koh, T.S., & Seah, W.C. (2006). Datalogging in Singapore schools: Suppor ting effective implementations. Research in Science & Technological Education, 24(1), 111-127.
Tan, K.C.D., Taber, K.S, Goh, N.K., & Chia, L.S. (2005). The ionisation energy diagnostic instrument: a two tier multiple-choice instrument to determine high school students' understanding of ionisation energy. Chemistry Education Research and Practice, 6(4), 180-197.
Tan, K.C.D. (2005). Pre-service teachers' conceptions of basic inorganic qualitative analysis. Canadian Journal of Science, Mathematics and Technology Educat ion, 5(1), 7-20.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2004). Qualitative analysis practical work - an instructional package. School Science Review, 85(313), 97-102.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2004). Major sources of difficulty in students' u nderstanding of basic inorganic qualitative analysis. Journal of Chemical Education, 81(5), 725-732.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2002). Development and application of a two-tier diagnostic instrument to assess high school students' understanding of inorganic chemis try qualitative analysis. Journal of Research in Science Teaching, 39(4), 283-301.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2001). Secondary students' perceptions about learning qualitative analysis in inorganic chemistry. Research in Science & Technological Education, 19(2), 223-234.
Tan, K.C.D., & Treagust, D.F. (1999). Evaluating students' understanding of chemical bonding. School Science Review, 81(294), 75-83.
Goh, N.K., Chia, L.S. & Tan, D. (1994). Some analogies for teaching atomic structure at high school level. Journal of Chemical Education, 71(3), 733-734.
Books (Central)
Tan, K. C. D., Tan, I., & Chew, C. (Eds.). (2017). Alternative conceptions in the Singapore science classroom - exploring what students know (or don't know) (PP. 212). Singapore: Ministry of Education.
Tan, K. C. D., & Kim, M. (Eds.). (2012). Issues and challenges in science education research: Moving forward (PP. 350). Dordrecht: Springer.
Tan, K. C. D., & Kim, M. (Eds.). (2012). Issues and challenges in science education research: Moving forward (PP. 350). Dordrecht: Springer.
Book Chapters (Central)
Yeo, J., & Tan K. C. D. (2022). From Image-to-Writing: A teacher's PCK in supporting primary school students in making sense of the specialised language of science. In L. H. Seah, R. E. Silver, & M. C. Baildon (Eds.), The role of language in content pedagogy: A framework for teache rs' knowledge(PP. 115-136). Singapore: Springer.
Tan, K, C. D., & Yeo, J. (2021). Moving Research into the Classroom: Synergy in Collaboration. In O. S. Tan, E. L. Low, E. G. Tay, & Y. K. Yan (Eds.), Singapore math and science education innovation ' Beyond PISA(PP. 259-27 1). Singapore: Springer Nature.
Tan, K. C. D. (2020). Facilitating the use of research in practice: Teaching students to plan experiments. In T. W. Teo, A.-L. Tan, & Y. S. Ong (Eds.), Science education in the 21st century: Re-searching issues that matter from different lenses(PP. 181-190). Singapore: Springer.
Tan K. C. D., Taber, K. S., Liew, Y. Q., & Teo, K. L. A. (2019). Deciphering students' thinking on ionisation energy: Utilising a web-based diagnostic instrument. In M. Schultz, S. Schmid, & G. A. Lawrie (Eds.), Research and practice in chemistry education: Advances from t he 25th IUPAC International Conference on Chemistry Education 2018(PP. 149-166). Singapore: Springer.
Tan, K. C. D., & Gilbert, J. K. (2018). Changing practice: The impact of research. In J. Yeo, T. W. Teo, & K. -S. Tang (Eds.), Science education research and practice in Asia-Pacific and b eyond(PP. 135-150). Singapore: Springer.
Wong, J. S. D., Tan, K. C. D., Lee, Y. J., & Tan, T. L. A. (2017). Science teacher education for the changing landscape. In O.-S. Tan, W.-C. Liu & E.-L. Low (Eds.), Teacher Education in the 21st Century: Singapore's Evolution and Innovation(PP. 1 33-153). Singapore: Springer.
Tan, K. C. D., Teo, T. W., & Poon, C.-L. (2016). Singapore science education. In M.-H. Chiu (Ed.), Science Education Research and Practice in Asia: Challenges and Opportunities(PP. 155-174). Singapore: Springer.
Chew, L. C., & Tan, K. C. D. (2016). Singapore. In Vlaardingerbroek, B., & Taylor, N. (Eds.), Teacher Quality in Upper Secondary Science Education: International Perspectives(PP. 25-42). London: Palgrave Macmillan.
Tan, K. C. D. (2014). Using inquiry to facilitate meaningful learning in inorganic chemistry qualitative analysis. In A. L. Tan, C. L. Pooh, & S. S. L. Lim (Eds.), Inquiry into the Singapore science classroom: Research and practices(PP. 211-226). Singapore: Springer.
Tan, K.C.D. (2012). Inorganic chemical analysis. In Taber, K.S. (Ed.), Teaching secondary chemistry(PP. 279-302). London: Hodder Education.
Chue, S., & Tan, K.C.D. (2012). Multimodality in problem solving. In K.C.D. Tan, & M. Kim (Eds.), Issues and challenges in science education research: Moving forward(PP. 55-71). Dordrecht: Springer.
Chee, Y. S., Tan, K. C. D., Tan, E. M., & Jan, M. (2012). Learning chemistry performative ly: Epistemological and pedagogical bases of design-for-learning with computer and video games. In Tan, K. C. D. & Kim, M. (Eds.), Issues and challenges in science education research: Moving forward(PP. 245-262). Dordrecht: Springer.
Tan, K.C.D. & Koh, T.S. (2010). Singapore. In B. Risch (E d.), Teaching chemistry around the world(PP. 155-176). Munster, Germany: Waxmann Publishing Co.
Tan, K.C.D., Lee, Y.-J., & Tan, A.-L. (2009). Environmental education in Singapore: Learning to manage urban landscapes and futures. In N. Taylor, R.K. Coll, M. Littledike, & C. Eames (Eds.), Environmental education in context: An international perspective of the development of environmental education(PP. 243-251). Rotterdam: Sense Publishers.
Coll, R.K., Chang, W.-H., Dillon, J., Justi, R., Mortimer, E., Tan, K.C.D., Treagust, D.F., & Webb, P. (2009). An international perspective of monitoring educational research quality: Commonalities and differences. In M.C. Shelley II, L.D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards(PP. 107-137). Dordrecht: Springer.
Koh, T.S. & Tan K.C.D. (2009). W eb 2.0 technologies and science education. In L.W.H. Tan & R. Subramaniam (Eds.), Handbook of research on new media literacy at the K-12 level: Issues and challenges(PP. 310-325). Hershey, PA: IGI Global.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2009). Linking the macroscopic, sub-microscopic and symbolic levels: the case of inorganic qualitative analysis. In J.K. Gilbert & D.F. Treagust (Eds.), Multiple representations in chemical education(PP. 137-150). Dordrecht: Springer.
Chue, S., Lee, Y.-J., & Tan, K. C. D. (2008). Getting the point: Chemical concepts in a ction. In Lee, Y.-J., & Tan, A.-L. (Eds.), Science education at the nexus of theory and practice(PP. 111-133). Rotterdam: Sense Publishers.
Koh, T.S, Tan, K.C.D., & Cheah, H.M. (2008). Science education in Singapore: Meeting the challenges ahead. In R.K. Coll & N. Taylor (Eds.), Science education in context: An international examination of the influence of context on science curricula development and implementation(PP. 283-290). Rotterdam: Sense Publishers.
Tan, K, C. D., & Yeo, J. (2021). Moving Research into the Classroom: Synergy in Collaboration. In O. S. Tan, E. L. Low, E. G. Tay, & Y. K. Yan (Eds.), Singapore math and science education innovation ' Beyond PISA(PP. 259-27 1). Singapore: Springer Nature.
Tan, K. C. D. (2020). Facilitating the use of research in practice: Teaching students to plan experiments. In T. W. Teo, A.-L. Tan, & Y. S. Ong (Eds.), Science education in the 21st century: Re-searching issues that matter from different lenses(PP. 181-190). Singapore: Springer.
Tan K. C. D., Taber, K. S., Liew, Y. Q., & Teo, K. L. A. (2019). Deciphering students' thinking on ionisation energy: Utilising a web-based diagnostic instrument. In M. Schultz, S. Schmid, & G. A. Lawrie (Eds.), Research and practice in chemistry education: Advances from t he 25th IUPAC International Conference on Chemistry Education 2018(PP. 149-166). Singapore: Springer.
Tan, K. C. D., & Gilbert, J. K. (2018). Changing practice: The impact of research. In J. Yeo, T. W. Teo, & K. -S. Tang (Eds.), Science education research and practice in Asia-Pacific and b eyond(PP. 135-150). Singapore: Springer.
Wong, J. S. D., Tan, K. C. D., Lee, Y. J., & Tan, T. L. A. (2017). Science teacher education for the changing landscape. In O.-S. Tan, W.-C. Liu & E.-L. Low (Eds.), Teacher Education in the 21st Century: Singapore's Evolution and Innovation(PP. 1 33-153). Singapore: Springer.
Tan, K. C. D., Teo, T. W., & Poon, C.-L. (2016). Singapore science education. In M.-H. Chiu (Ed.), Science Education Research and Practice in Asia: Challenges and Opportunities(PP. 155-174). Singapore: Springer.
Chew, L. C., & Tan, K. C. D. (2016). Singapore. In Vlaardingerbroek, B., & Taylor, N. (Eds.), Teacher Quality in Upper Secondary Science Education: International Perspectives(PP. 25-42). London: Palgrave Macmillan.
Tan, K. C. D. (2014). Using inquiry to facilitate meaningful learning in inorganic chemistry qualitative analysis. In A. L. Tan, C. L. Pooh, & S. S. L. Lim (Eds.), Inquiry into the Singapore science classroom: Research and practices(PP. 211-226). Singapore: Springer.
Tan, K.C.D. (2012). Inorganic chemical analysis. In Taber, K.S. (Ed.), Teaching secondary chemistry(PP. 279-302). London: Hodder Education.
Chue, S., & Tan, K.C.D. (2012). Multimodality in problem solving. In K.C.D. Tan, & M. Kim (Eds.), Issues and challenges in science education research: Moving forward(PP. 55-71). Dordrecht: Springer.
Chee, Y. S., Tan, K. C. D., Tan, E. M., & Jan, M. (2012). Learning chemistry performative ly: Epistemological and pedagogical bases of design-for-learning with computer and video games. In Tan, K. C. D. & Kim, M. (Eds.), Issues and challenges in science education research: Moving forward(PP. 245-262). Dordrecht: Springer.
Tan, K.C.D. & Koh, T.S. (2010). Singapore. In B. Risch (E d.), Teaching chemistry around the world(PP. 155-176). Munster, Germany: Waxmann Publishing Co.
Tan, K.C.D., Lee, Y.-J., & Tan, A.-L. (2009). Environmental education in Singapore: Learning to manage urban landscapes and futures. In N. Taylor, R.K. Coll, M. Littledike, & C. Eames (Eds.), Environmental education in context: An international perspective of the development of environmental education(PP. 243-251). Rotterdam: Sense Publishers.
Coll, R.K., Chang, W.-H., Dillon, J., Justi, R., Mortimer, E., Tan, K.C.D., Treagust, D.F., & Webb, P. (2009). An international perspective of monitoring educational research quality: Commonalities and differences. In M.C. Shelley II, L.D. Yore, & B. Hand (Eds.), Quality research in literacy and science education: International perspectives and gold standards(PP. 107-137). Dordrecht: Springer.
Koh, T.S. & Tan K.C.D. (2009). W eb 2.0 technologies and science education. In L.W.H. Tan & R. Subramaniam (Eds.), Handbook of research on new media literacy at the K-12 level: Issues and challenges(PP. 310-325). Hershey, PA: IGI Global.
Tan, K.C.D., Goh, N.K., Chia, L.S., & Treagust, D.F. (2009). Linking the macroscopic, sub-microscopic and symbolic levels: the case of inorganic qualitative analysis. In J.K. Gilbert & D.F. Treagust (Eds.), Multiple representations in chemical education(PP. 137-150). Dordrecht: Springer.
Chue, S., Lee, Y.-J., & Tan, K. C. D. (2008). Getting the point: Chemical concepts in a ction. In Lee, Y.-J., & Tan, A.-L. (Eds.), Science education at the nexus of theory and practice(PP. 111-133). Rotterdam: Sense Publishers.
Koh, T.S, Tan, K.C.D., & Cheah, H.M. (2008). Science education in Singapore: Meeting the challenges ahead. In R.K. Coll & N. Taylor (Eds.), Science education in context: An international examination of the influence of context on science curricula development and implementation(PP. 283-290). Rotterdam: Sense Publishers.
Conference Papers (Central)
Keynote Speeches & Editorship of Special Issues (Central)
Keynote Addresses
Tan, K. C. D. (2019, August). International Conference on Mathematics and Science Education (ICOMSE) 2019. KEYNOTE ADDRESS, Web-based diagnostic assessment, Malang, Indonesia.
Tan, K. C. D., & Chee, Y. S. (2013, May). International Conference for Science Educators and Teachers. KEYNOTE ADDRESS, Affordances of, and challenges to, game-based learning in science, Pattaya, Thailand.
Tan, K.C.D. (2012, December). Singapore International Science Teachers' Conference. KEYNOTE ADDRESS, If science is what it is, how do we want our students to le arn science?, Singapore.
Keynote Addresses
Tan, K. C. D. (2019, August). International Conference on Mathematics and Science Education (ICOMSE) 2019. KEYNOTE ADDRESS, Web-based diagnostic assessment, Malang, Indonesia.
Tan, K. C. D., & Chee, Y. S. (2013, May). International Conference for Science Educators and Teachers. KEYNOTE ADDRESS, Affordances of, and challenges to, game-based learning in science, Pattaya, Thailand.
Tan, K.C.D. (2012, December). Singapore International Science Teachers' Conference. KEYNOTE ADDRESS, If science is what it is, how do we want our students to le arn science?, Singapore.
Other Research Outputs/Projects (Central)
Reviews
Tan, K.C.D. (2015). [Review of Eilks, I., & Hofstein A. Teaching chemistry ' a studybook: a practical guide and textbook for student teachers, teacher trainees and teachers]. Studies in Science Education, 121-123.
Reviews
Tan, K.C.D. (2015). [Review of Eilks, I., & Hofstein A. Teaching chemistry ' a studybook: a practical guide and textbook for student teachers, teacher trainees and teachers]. Studies in Science Education, 121-123.