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Tan Oon Seng
Preferred name
Tan Oon Seng
Email
oonseng.tan@nie.edu.sg
Department
Office of Education Research (OER)
Psychology and Child & Human Development (PCHD)
Personal Site(s)
ORCID
24 results
Now showing 1 - 10 of 24
- PublicationOpen Access
1126 18408 - PublicationOpen AccessA motivational analysis of project work in Singapore using self-determination theory(2011)
; ; ; ; Ee, JessieOur students today face a knowledge-based economy, which requires the ability to learn independently, to be innovative in using and synthesizing knowledge, and to adapt fast to the changing world. Project Work (PW) is introduced as one of the instructional models for a more student-centered approach of learning in Singapore. The purpose of this study was to examine the impact of project work (PW) and study the motivational processes of PW using a self-determination theory (SDT) framework. A total of 435 students from Normal Academic stream (NA) and Normal Technical stream (NT) were recruited from four secondary schools in Singapore. Students‟ perceptions of the values of PW, basic psychological needs, relative autonomy, enjoyment, and grades were measured across three time points. Results showed that students valued the PW experience. However, their enjoyment, needs, and relative autonomy decreased significantly in the 10 to 12 weeks of PW experience. Multiple regression analyses revealed that post-PW enjoyment negatively predicted PW grades, while psychological needs, relative autonomy and pre-PW enjoyment positively predicted post-PW enjoyment. After 6-month PW, post-PW enjoyment emerged as a stronger predictor than grades in predicting the perceived skills learned from PW. The study applies self-determination theory to the PW context and highlights the importance of facilitating the three psychological needs in the PW context to enhance students‟ motivation and achievement in PW.753 1365 - PublicationOpen Access
155 750 - PublicationMetadata only
55 - PublicationOpen AccessA Singapore perspective on teacher education: The old man, the mountain, and the child(2012-04)Teacher development in Singapore is unique from the continuum approach from initial teacher education to life-long professional development where goal congruence and pragmatic policies and practices amongst university, schools and the Ministry of Education help steer the teaching profession towards high standards and commitment. Teaching is a calling and effective teachers have a unity of purpose in their personal aspirations, beliefs, interests and competencies with a view of impacting the next generation and a system of evaluation and accountability builds on (a) Learner-centred values, (b) Teacher identity values (c) The values of service to the profession and community. The challenges of diverse societal expectations, impact of rapid educational transformations and balancing accountability measures and autonomous professional trust will also be addressed. The Old Man represents the wisdom of traditions. In the case of Singapore the traditions are the fundamentals. In the case of teach education at the National Institute of Education, the fundaments include thing like teaching as calling, good content knowledge, the teacher symbol, values-based ideals, the university-based professional, apprenticeship model. The Mountain represents looking up and beyond, which means vision and viewing the big picture and long haul approach rather than politicised or quick fixes. The mountain reminds us of mould the teacher to mould the child for the future. Vision calls for the partnership of MOE, schools, NIE and the community. It calls for visionary professional building. Finally the idea of the Child is that it takes a village to prepare a child because teacher education is about the learner. It is preparing the teacher to care of even the most diverse and weakest child.
264 1061 - PublicationMetadata only
20 - PublicationOpen AccessCognitive revolution and the knowledge-based society: Educational implications(2000-09)The advent of the knowledge-based economy calls for new paradigms in education. There has increasingly been a search for educational methodologies that emphasise areas such as real world challenges, higher-order thinking skills, multi-disciplinary learning, independent learning and entrepreneurship. According to Feuerstein these challenges relate primarily to the ability to adapt and confront change. How can educational psychology and cognitive theories contribute to these endeavours?
138 165 - PublicationOpen AccessProblem-based learning and mediated learning experience(2003-11)
; The purpose of this study is to investigate the extent to which Mediated Learning Experience (MLE) is present in Problem-Based Learning (PBL) within a secondary school curriculum. The study explores: (i) The presence of MLE parameters in the various stages of the PBL cycle as practiced in the school under study and (ii) The students’ perception of the presence of MLE parameters in the abovementioned PBL environment. The study involved data collection from three instruments, namely the PBL vs MLE Matrix, Intensity Chart and Case Vignette. The findings of this study suggest the strong presence of the following parameters: Intentionality and Reciprocity (IR), Meaning (ME), Transcendence (T) and Feeling of Competence (FC). In addition, the instruments registered the moderate presence of these parameters, Interdependency and Sharing (IS), Individual Uniqueness and Esteem (IU), Search for Optimistic Alternatives (OA) and Challenge of Novelty and Complexity (NC). These findings highlight the important fact that different parameters are present in varying degrees throughout the PBL cycle. Different activities carried out during the different stages necessitated and brought forth mediation of different MLE parameters. The insights acquired from this study indicate possible refinements to current PBL practices, so as to make it a viable instructional method for education in the 21st century.253 359 - PublicationOpen AccessThe application of Problem-Based Learning (PBL) in counselling: Some findings of a pilot study(2006-05)
; Lui, Elena Hah Wah127 157 - PublicationMetadata onlySingapore math and science education innovationThis edited volume explores key areas of interests in Singapore math and science education including issues on teacher education, pedagogy, curriculum, assessment, teaching practices, applied learning, ecology of learning, talent grooming, culture of science and math, vocational education and STEM. It presents to policymakers and educators a clear picture of the education scene in Singapore and insights into the role of math and science education in helping the country excel beyond international studies such as PISA, the pedagogical and curricula advancements in math and science learning, and the research and practices that give Singaporean students the competitive edge in facing the uncertain and challenging landscape of the future.
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