Making Knowledge Accessible

Chang, J., Teo, T. W., & Tan, A. L. (2025). Formation and Influence of Epistemic Norms in Integrated STEM Problem-Solving: a Study of Singapore Secondary Students’ STEM Inquiry. Research in Science Education, 1-28.

Lee, H. L., & Tan, A.-L.* (2025). Creating task-specific creativity assessment tools. STEM Education, 5(5), 1-20.

Tan, A.-L., & Teo, T. W. (2025). Professional growth of STEM teachers: Viewing from entrepreneurial frame. Research in Science Education, 55(1), 63-80, 2.2.

Teo, T. W., Mabulo, S. J. S. B., Tan, K. C. D., Ho, J. X. M., & Tan, X. X. T. (2025b). Epistemic infrastructure in STEM hackathons. Journal of Science Education and Technology.

Lu, C., So, W.W.M., Chen, Y., Wiyarsi, A., Chiu, W.K.S., Ko, Y., Hsu, Y.S., Lee, H., Tan, A.L., & Tho, S.W. (2024). School students’ aspirations for STEM careers: the influence of self-concept, parental expectations, career outcome expectations, and perceptions of STEM professionals. Asia Pacific Journal of Education, 1-18.

Tan, AL., Teo, T.W. (2024) Professional growth of STEM teachers: Viewing from entrepreneurial frame. Research in Science Education.

Teo, T. W. (2024). Problem spaces in STEM inquiry: a case analysis of an integrated curriculum. Journal of Curriculum Studies, 56(1), 35–57. https://doi.org/10.1080/00220272.2023.2297226

Teo, T. W., Loh, Z. H. J., Kee, L. E., Soh, G., & Wambeck, E. (2024). Mediational Affordances at a Science Centre Gallery: An Exploratory and Small Study Using Eye Tracking and Interviews. Research in Science Education, 1-21.

Teo, T. W., & Mabulo, S. J. S. B. (2024). Examining ‘STEM Education as Culture’through an Analysis of Lesson Plans as Cultural Apparatus. Research in Integrated STEM Education, 2(2), 147-181.

Teo, T. W., Tan, A. L., & Choy, B. H. (2024). “It feels different when blindfolded”: Developing social empathy through inclusive designs in STEM. STEM Education.

Wang, F., Teo, T. W., & Gao, S. (2024). China primary school students' STEM views, attitudes, self-concept, identity and experiences: A pilot study in Shandong province. STEM Education, 4(4), 381-420.

Ang, H. Y., & Tan, A.-L.* (2023). Unravelling ideas and artefacts: Tracking progression of ideas during STEM learning. Research in Integrated STEM Education, 1(1), 1-27.

Chng, E., Tan, A. L., & Tan, S. C. (2023). Examining the Use of Emerging Technologies in Schools: a Review of Artificial Intelligence and Immersive Technologies in STEM Education. Journal for STEM Education Research, 6(3), 385–407.

Ong, Y. S., Koh, J., Tan, A., & Ng, Y. S. (2023). Developing an integrated STEM classroom observation Protocol using the Productive Disciplinary Engagement Framework. Research in Science Education, 54(1), 101–118.

Park, J., Teo, T.W., Teo, A., Chang, J., Huang, J.S., & Koo, S. (2023). Integrating artificial intelligence into science lessons: Teachers’ experiences and views. International Journal of STEM Education, 10.

Tan, A. L. (2023). Design thinking from multiple perspectives. Research in Integrated STEM Education, 1(2), 211-215.

Teo, T. W., & Peh, Z. Q. (2023). An exploratory study on eye-gaze patterns of experts and novices of science inference graph items. STEM Education, 3(3): 205-229.

Teo, T. W., Tan, Y. L. K., & Neo, M. (2023). From Problem-Centric to Design-Centric STEM Inquiry: Affordances and Limitations. Research in Integrated STEM Education, 1(2), 216-243.

Wang, N., Tan, A.-L.*, Zhou, X., Liu, K., Zeng, F., & Xiang, J. (2023). Gender differences in high school students' interest in STEM careers: a multi-group comparison based on structural equation model. International Journal of STEM Education, 10(59), 1-21, 7.0.

Ang, H. Y., & Tan, A.-L. (2022). Unravelling ideas and artefacts: Tracking progression of ideas during STEM learning. Research in Integrated STEM Education, 1(1), 147-173.

Tan, A., Ong, Y. S., Ng, Y. S., & Tan, J. H. J. (2022). STEM Problem solving: inquiry, concepts, and reasoning. Science & Education, 32(2), 381–397. https://doi.org/10.1007/s11191-021-00310-2

Tan, A., Ng, Y. S., Koh, J., Ong, Y. S., & Koh, D. (2022). Applying concepts of plant nutrition in the real-world: Designing vertical farming systems. Science Activities, 60(1), 25–31.

Tan, T. T. M., & Lee, Y. (2022). Building Improvised Microbial Fuel Cells: A model Integrated STEM curriculum for Middle-School learners in Singapore. Education Sciences, 12(6), 417.

Teo, T. W., Faikhamta, C., & Lau, S. Y. M. (2022). Investigating the instructional leadership of STEM educators in Thailand. Research in Integrated STEM Education, 1(1), 117-146.

Koh, D., & Tan, A. L. (2021). Singaporean pre-service teachers’ perceptions of STEM epistemic practices and education. Journal of STEM Teacher Education, 56(2), Article 2.

Teo, T. W., Tan, A. L., Ong, Y. S., & Choy, B. H. (2021). Centricities of STEM curriculum frameworks: Variations of the S-T-E-M Quartet. STEM Education, 1(3), 141-156.

Uma Natarajan, Tan, A. L., & Teo, T. W. (2021). Theorizing STEM leadership: Agency, identity and community. Asia-Pacific Science Education, 7(1), 173–196.

Wang, N., Tan, A.-L., Xiao, W.-R., Zeng, F., Xiang, J., & Duan, W. (2021). The effect of learning experiences on interest in stem careers: A structural equation model. Journal of Baltic Science Education, 20(4), 651–663.

Kee, Y. J. O., & Tan, A.-L. (2020). Generating STEM solutions to a real-world problem: Challenges and promises. Southeast Asian Journal of STEM Education, 1(1), 1–16.

Vasinayanuwatana, T., Teo, T. W., & Ketsing, J. (2020). Shura-infused STEM professional learning community in an Islamic School in Thailand. Cultural Studies of Science Education, 16(1), 109–139.

Koh, J. Q. D., & Tan, A.-L. (2019). Students as pharmaceutical engineers: A biology-centric STEM task. Teaching science, 65 (2), 26-32.

Tan, A. L., Teo, T. W., Choy, B. H., & Ong, Y. S. (2019). The S-T-E-M Quartet. Innovation and Education, 1(3).

Tan, M. (2019). When Makerspaces Meet School: Negotiating Tensions Between Instruction and Construction. Journal of Science Education and Technology, 28(2), 75–89.

Tan, M. (2018). Why STEM? Why now? Educating for technologies, or technologies for education? Learning: Research and Practice, 4(2), 203–209.

Teo, T. W. (2015). Inside versus outside the science classroom: Examining the positionality of two female science teachers at the boundaries of science education. Cultural Studies of Science Education, 10(2), 381-402.

Tan, A.-L., & Leong, W. F. (2014). Mapping curriculum innovation in STEM schools to assessment requirements: Tensions and dilemmas. Theory into Practice, 53(1), 11-17.

Teo, T. W. (2014). Hidden currents in the STEM pipeline: Insights from the dyschronous life episodes of a minority female STEM teacher. Theory Into Practice, 53(1), 48-54.

Teo, T. W., & Ke, K. J. (2014). Challenges in STEM teaching: Implication for preservice and inservice teacher education program. Theory Into Practice, 53(1), 18-24.

Teo, T. W., & Osborne, M. (2014). Understanding accountability from a microanalysis of power dynamics in a specialised STEM school. Critical Studies in Education, 5(2), 229-245.

Teo, T. W. (2012). Building Potemkin schools: Science curriculum reform in a STEM school. Journal of Curriculum Studies, 44(5), 659-678.

Teo, T. W., & Osborne, M. (2012). Using symbolic interactionism to analyze a specialized STEM high school teacher’s experience in curriculum reform. Cultural Studies of Science Education, 7, 541-567.

Mabulo, S. J. S. B, Teo, T.W., Tan, A.-L., Ong, W. X., A. (2026). Valuing Science as Culture in Integrated STEM Teaching. In Lodge, W., & Dillon, J. (Eds.), Valuing Science as Culture in Integrated STEM Teaching (pp. 261—280). London: BLOOMSBURY ACADEMIC.

Choy, B. H, & Cooper, G. (2024). Upacking the ‘M’ in integrated STEM tasks: A systematic review. In The Contribution of mathematics to school STEM education (pp.37-60). Springer Nature Singapore.

Niveda, R., Tan, A.-L., & Koh, J. (2024). Questioning patterns in STEM learning: A case study. In Ong, Y. S., Tan, T. T. M., & Lee, Y.-J. (Eds.), A diversity of pathways through science education (pp. 29- 52). Singapore: SpringerNature.

Ong, Y. S., Teo, T. W., & Tan, A. L. (2024). A Framework for Pedagogical Practices in Integrated Stem Lessons. In Developing Future-ready Learners for a Global Age (pp. 117-129). Routledge.

Regunathan, N., Tan, A. L., & Koh, J. (2024). Questioning Patterns in STEM Learning: A Case Study. In A Diversity of Pathways Through Science Education (pp. 29-51). Singapore: Springer Nature Singapore.

Tan, A.-L., & Teo, T. W. (2023). Status and trends of STEM education in Singapore. In Lee, Y.- F., & Lee, L.-S. (Eds.), Status and trends of STEM education in highly competitive countries: Country reports and international comparison (pp. In press). Taipei: National Taiwan Normal University.

Teo, T. W., Tan, A. L., Soo, L. M. J., & Tan, T. T. M. (2023). Taking the Lead in STEM: A Case Study of a Singapore Primary Science Teacher's Attempt at STEM. In Cross-disciplinary STEM Learning for Asian Primary Students (pp. 241-257). Routledge.

Tan, M. (2023). Beyond Economic Goals for STEM Education Development in the Asia Pacific. In: Lee, W.O., Brown, P., Goodwin, A.L., Green, A. (eds) International Handbook on Education Development in Asia-Pacific. Springer, Singapore. https://doi.org/10.1007/978-981-16-2327-1_59-1

Tan, A.-L. (2022). STEM curriculum: Context, challenges, and promises. In Teo, T. W., Tan, A.-L., & Teng, P. (Eds.), STEM education from Asia: Trends and perspectives (pp. 107-113). Oxford: Routledge.

Tan, A.-L., & Lau, S. X. R. (2022). Understanding STEM integration in Singapore using

complex, persistent, and extended problems. In Teo, T. W., Tan, A. -L., & Teng, P. (Eds.), STEM education from Asia: Trends and perspectives (pp. 228-243). Oxford: Routledge.

Tan, M. (2022). Innovation to what end? Makerspaces as sites for science education. In Bryan, L., & Tobin, K. (Eds.), Critical Issues and Bold Visions for Science Education: The Road Ahead. (PP. 37-55). Leiden: Brill.

Teo, T. W., & Choy, B. H. (2021). STEM Education in Singapore. In O. S. Tan, E. L. Low, E. G. Tay, & Y. K. Yan (Eds.), Singapore Math and Science Education Innovation: Beyond PISA (pp. 43-59). Singapore: Springer.

Tan, M. (2017). Makerspaces in Singapore: Pedagogic principles for nurturing innovativeness. In Chai, C. S., Koh, J. H. L., & Teo, Y. H. (Eds.), Technology-enhanced 21st Century Learning (PP. 284-299). Singapore: Pearson.

Bismack, A.S., Ong, Y.S., Tahirsylaj, A., & Duschl, R.A. (2016). Summary: Driving change forward. In R. A. Duschl & A. S. Bismark (Eds.), Reconceptualizing STEM education: The central role of practices (PP. 307-327). New York: Routledge.

Chang, J., Teo, T. W., & Tan, A. L. (2024, June). The features of epistemic norms formed in integrated STEM problem-solving: A study of secondary students’ STEM lessons in Singapore. Paper presented at International STEM Education Conference, Singapore.

Ong, Y. S., Yue, B., Seah, M., Koh, J., Chin, T. Y., Tay, W. B., Tan, A-L, Ng, Y. S. (2024, June). Fostering students’ Productive Interdisciplinary Engagement (PIE) in integrated STEM activities. Paper presented at International STEM Education Conference, Singapore.

Park, J., Teo, T. W., Teo, A., Chang, J., Huang, J. S., & Koo, S. (2024, June). Teachers' considerations in design and implementation of artificial intelligence (AI)-integrated science lessons. Paper presented at International STEM Education Conference, Singapore.

Teo, T. W. (2024, March). STEM Education. Paper presented at Central China Normal University Symposium, Wuhan, China.

Teo, T. W., & Mabulo, S. J. S. B. (2024, June). Epistemic Infrastructure of an EPIC-STEM Programme. Paper presented at International STEM Education Conference, Singapore.

Teo, T. W., & Mabulo, S. J. S. B. (2023, October). STEM as culture: Document analysis of STEM lesson packages. Paper presented at The 23rd International Conference on Education Research, Seoul, Korea.

Xia, S., & Teo, T. W. (2024, June). Theorising a supportive framework for equity literacy in STEM learning. Paper presented at International STEM Education Conference, Singapore.

Xia, S., & Teo, T. W. (2023, October). Towards the empowerment challenge: Characterizing productive support for undergraduate students in STEM learning. Paper presented at The 23rd International Conference on Education Research, Seoul, Korea.

Teo, T. W. (2022, June). Thinking When Problem-solving: How Students Think in an Integrated STEM Curriculum. Paper presented at Australasian Science Education Research Association, Perth, Australia.

Teo, T. W. (2022, June). Gender Equity in STEM: From Noticing to Transformative Action for Change. Paper presented at Campus Dialogue Live!“Powering the Innovation Economy”, Singapore.

Teo, T. W. (2022, November). Building Capacities in STEM Curriculum and Instruction. Paper presented at Singapore International Science Teachers’ Conference 2022, Singapore.

Teo, T. W., Tan, T. M. T, & Soo, L. M. J. (2022, June). Affordances of an Integrated STEM Curriculum With a Focus on Science-Sewing-Coding for Diverse Learners. Paper presented at Redesigning Pedagogy International Conference, Singapore.

Ang, H. Y., & Tan, A. -L. (2021, June). Tracking progression of ideas in STEM classrooms. Paper presented at International Science Education Conference 2021, Singapore.

Lau, S. Y. M., & Teo, T. W. (2021, July). Examining the Qualities of STEM Leadership. Paper presented at International Science Education Conference 2021, Singapore.

Neo, E., & Tan, A. -L. (2021, June). Creativity and innovation in STEM classrooms. Paper presented at International Science Education Conference 2021, Singapore.

Niveda, R., & Tan, A.-L. (2021, June). Analysis of the types of questions raised in STEM classrooms. Paper presented at International Science Education Conference 2021, Singapore.

Ng, B. H., Low, K. S., Toh, L., Tan, A.-L, & Koh, J. (2021, June). Integrated STEM journey at Temasek Junior College: Reflections and way forward. Paper presented at International Science Education Conference 2021, Singapore.

Tan, A. -L., So, W., & Chen, Y. (2021, June). STEM aspirations in Singapore. Paper presented at International Science Education Conference 2021, Singapore.

Tan, H. J. J., Tan, A. -L. (2021, June). Levels of argumentation in STEM classrooms. Paper presented at International Science Education Conference 2021, Singapore.

Teo, T. W. (2021, May). The Evolution of STEM Education in Singapore. Paper presented at Third International STEM (Science, Technology, Engineering, and Mathematics) Seminar 2021, Kuala Lumpur, Malaysia.

Teo, T. W. (2021, June). Centricity of STEM Education. Paper presented at Teachers’ Conference and ExCEL Fest 2021, Singapore.

Ang, H. Y., & Tan, A.-L. (2020, June). Designing solution-centric STEM activities. Paper presented at ASERA 2020, Wollongong Online, Australia.

Lau, S. X. R., & Tan, A.-L. (2020, June). Designing problem-centric STEM activities. Paper presented at ASERA 2020, Wollongong Online, Australia.

Teo, T. W. (2020, November). Symbolism in Gendered STEM Artefacts - Interrogating Hidden Meanings. Paper presented at WO+MEN fEST 2020, Singapore.

Toh, K. W. C., & Tan, A.-L. (2020, June). Development of interdisciplinary STEM curriculum planning and classroom observation protocols. Paper presented at ASERA 2020, Wollongong Online, Australia.

Toh, S. Q., & Teo, T. W. (2020, December). Evaluation of the Effectiveness of a STEM Applied Programme. Paper presented at International Conference on Learning and Teaching 2020, Hong Kong, Hong Kong (China).

Kee, Y.-J. O., & Tan, A.-L (2019, July). Design and evaluation of STEM tasks related to chemistry: An integrated approach. Paper presented at Australasian Science Education Research Association (ASERA), Queenstown, New Zealand.

Koh, J. Q. D., & Tan, A.-L. (2019, August). Singaporean pre-service teachers' perception on STEM education. Paper presented at 13th Conference of the European Science Education Research Association (ESERA), Bologna, Italy.

Kung, K. W. D., & Tan, A.-L. (2019, July). Design and evaluation of STEM tasks related to biology. Paper presented at Australasian Science Education Research Association (ASERA), Queenstown, New Zealand.

Teo, T. W. (2019, November). Evaluation of a STEM Programme for Girls in Singapore. Paper presented at UNESCO STEM Education for Girls and Women in Asia-Pacific: Regional Research Project Meeting, Bangkok, Thailand.

Tan, M. (2016, June). Embodied Search Processes in Creative Problem Solving: How Do People Learn in Makerspaces?. In Looi, C. K., Polman, J. L., Cress, U., & Reimann, P. (Eds.), Transforming Learning, Empowering Learners, 2, 920-925.

Tan, M., Trninic, D., & Ng, Z. Y. (2016, December). Abductive reasoning in design, tinkering and making: Studying problem solving activity in makerspaces. In Baguley, M. (Ed.), Annual Conference of the Australian Association for Research in Education, 1, 1-13.

Tan, T.T.M., Lee, P.P.F., Sam, C.K., & Lee, Y.J. (2013, September). Building improvised microbial fuel cells - Activities for minds-on engagement and STEM integration. Proceedings of the 41st SEFI Annual Conference 2013 - Engineering Education Fast Forward 1973 > 2013 >>, -, 161.

Teo, T. W. (2024, June). STEM Entrepreneurship in Singapore: A Case Study. Paper presented at International STEM Education Conference, Singapore.

Chan, K. W., & Teo, T. W. (2021). STEM Integration: Multi-, Inter- or Trans-disciplinary? A Review of the Literature and Proposed Framework for Integration. In Lee, Y. J., & Park, J. (Eds.), Proceedings of the International Science Education Conference 2021 (pp. 90-118). Singapore: National Institute of Education, Nanyang Technological University, Singapore.

Tan, A. L. (2019, May). Integrated STEM Instructional Framework. Paper presented at Regional STEM Symposium 2019, Bangkok, Thailand.

Tan, M. (2019). Distancing education from the economy: STEM Education for humanistic goals. THF Workshop Reports No. 7: STEM Education, 7, 15–20.

Teo, T. W. (2019, April). Xilong-SNIC Award Lecture. Riding on or against the global STEM education: The way forward for chemistry education research. Paper presented at Chemistry National Meeting Singapore, Singapore.

Teo, T. W. (2019, May). STEM Education Frameworks for 21st Century Learning. Paper presented at Regional STEM Symposium 2019, Bangkok, Thailand.

Koh, J.Q.D., & Tan, A.-L. (2018, June). STEM tasks related to biology. Paper presented at International Science Education Conference 2018, Singapore.

Koh, J. Q. D.,& Tan, A.-L. (2018, June). STEM tasks related to biology (Diabetes and oral medication). Paper presented at Australasian Science Education Conference 2018, Gold Coast, Australia.

Tan, M. (2018, April). When makerspaces meet school: Considering cultural designs for learning in makerspaces. Paper presented at Annual Meeting of the American Educational Research Association, New York, NY, United States.

Tan, M. (2018). Constructing what? Knowledges of the powerful, and powerful knowledges. In V. Dagiene & E. Jasute (Eds.), Constructionism 2018 (pp. 721–724). Vilnius University.

Tan, M. (2018). Constructionism in Singapore: Widening the goals of education. In V. Dagiene & E. Jasute (Eds.), Constructionism 2018.

Tan, M., Lim, K., Chong, S. K., Koh, H. J., Teo, B. C. (2018, January). Changing learning cultures by reevaluating existing resources: informal learning within the school context. Paper presented at International Congress on School Effectiveness and Improvement, Singapore.

Loh, C. E., Tan., M., Ellis, M., Wilkinson, M. (2017, May). Rethinking Learning Spaces: Teaching and Learning for the 21st Century. Paper presented at Redesigning Pedagogies International Conference, Singapore.

Tan, M. (2017, May). Making for science education: reconsidering the nature of science in science instruction. Paper presented at Redesigning Pedagogies International Conference, Singapore.

Tan, T.T.M.*, Toh, L., Teo, R.S.L., & Lee, Y.J. (2017, February). Building bug batteries: An integrated STEM curriculum package using a design-based inquiry approach. Paper presented at 2017 Korean Association for Science Education (KASE) International Conference, Seoul, Korea.

Teo, T. W. (2017, June). Feminist Science Inquiry in the STEM Education of Girls. Paper presented at Redesigning Pedagogy International Conference, Singapore.

Teo, T. W. (2017, September). Understanding the experiences of specialised STEM school students. Paper presented at British Education Research Association, Brighton, United Kingdom.

Teo, T. W., Goh, W. P. J., & Yeo, L. W. (2017, November). An evaluation study of the impact of a STEM programme for girls. Paper presented at Hong Kong Educational Research Association International Conference, Hong Kong, Hong Kong (China).

Tan, M. (2015, January). It looks like fun, but what are they learning: Generating curriculum principles for makerspaces in school contexts. Paper presented at Redesigning Pedagogies: Leaders, Values, and Citizenship in the 21st Century, Singapore.

Tan, M., Lee, S. S., Lai, C., & Yeo, R. (2015, June). Makerspaces without space: Rethinking makerspaces in Singapore. Paper presented at Redesigning Pedagogies: Leaders, Values, and Citizenship in the 21st Century, Singapore.

Wee, H. S., Tan, M. (2015, September). MAKING MAKERS: DEVELOPING A CULTURE OF INNOVATION & EXPLORATION IN A SINGAPOREAN SCHOOL. Paper presented at Fablearn 2015, Palo Alto, CA, United States.

Teo, T. W. (2012, March). Examining power and accountability issues in a U.S. STEM school. Paper presented at National Association of Research in Science Teaching, Indianapolis, Indiana, United States.

Teo, T. W. (2011, April). “Chemistry is chemistry!” Women’s differing standpoints at a specialized STEM school. Paper presented at American Educational Research Association, New Orleans, Louisiana, United States.

Teo, T. W. (2011, October). Accountability and power in a U.S. specialized high school. Paper presented at Bergamo Conference on Curriculum Theory and Classroom Practice, Dayton, Ohio, United States.

Science, Technology, Engineering and Mathematics (STEM) Education is a professional endeavour for many teachers across the world as it requires professional collaborations across disciplinary departments in the design and delivery of the lessons. At the global level, STEM education has catalysed international collaborations in the sharing of STEM education expertise between economies. Such eƒorts can help create sustainable and dynamic STEM teacher professional learning through continual support and dialogue among teachers and teacher educators.

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Teo, T. W., Tan, A. L., Neo, M., Mabulo, S., Lim, L. S., & Hidayat, A. (2023, February). STEM Leadership Programme in Indonesia: Lesson Packages Aligned to UN SDG Themes STEM Leadership Programme in Indonesia: Lesson Packages Aligned to UN SDG Themes, *, 28.

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Teo, T. W. (2022, February 7). Old Structures, Missing Systems: Why does gender inequity in STEM persist? OECD The Forum Network, , .

Teo, T. W. (2021, December). STEM Educator in Focus STEM Education Newsletter, Autumn 2021, 30-31.

Since the “alphabet soup period” almost 60 years ago, the science education fraternity has been confronted with the challenges of science curriculum reform. Science education policy makers, teachers and researchers struggle to understand why science reform often fails to succeed. Professor Larry Cuban at Stanford University described this phenomenon as the “inexorable cycles of school reform” alike “a large weather front of uncertain origin moving erratically and unpredictably across a region” (2011).

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Teo, T. W. (2019, May). THF Workshop Reports No. 7 STEM Education: An Overview Challenges in the implementation of STEM in classrooms, 7, 35-42.

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Teo, T. W. (2018, November). The Education University of Hong Kong, Centre for Excellence in Learning and Teaching Newsletter STEM Education: From the perspective of a Singapore STEM educator, 3, 11-13.

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Using technology to break out of the constraints of learning science through practical work and at the same time reinventing science practical work as a vehicle for applied learning in real-world contexts.

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Tan, T.T.M. (2018, March). Learning@NIE. Internet Sensation! Using IoT-connected Sensors for Applied Learning., 2018, 38-39.

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The shift in science education towards the aim of developing broader scientific literacy is well underway. It is recognised that there is a need to integrate learning across the science, technology, engineering and mathematics (STEM) domains in order to achieve this aim. There is also a need to equip our students with the skills necessary for the future and—for some—the eventual progression into these fields as technical or knowledge workers (PCAST, 2010; Honey, Pearson & Schweingruber, 2014).

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Tan, T. (2017, November). OER Knowledge Bites. Approaching STEM integration., Volume 5, 13-14.

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This is a proposal for a research study about the Singapore Committee for United Nations Women, Girls To Pioneer programme, which is aimed at promoting more women and girls in STEM fields. The programme adopts feminist pedagogies in actively engaging girls to participate in diverse STEM activities so that positive attitudes towards STEM may be developed.

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Teo, T. W., Yeo, L. W., & Goh, W. P. J. (2018, May). Understanding How the Girls to Pioneer Programme affect Students’ Attitudes Towards STEM and Shaper Their STEM-related Identities, 23.

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Teo, T. W., Tan, A.-L., Ong, Y. S., & Choy, B . H. (2023, February). Democratisation of STEM Education as a Social Lever: An Actualisation of ASEAN Centrality (A synthesis report), 27.

Teo, T. W., & Ong, Y. S. (2022, October). Temasek Foundation ' Nanyang Technological University (National Institute of Education) Science, Technology, Engineering, and Mathematics (STEM) Leaders Programme in Asia, Final Programme Report, 29