Now showing 1 - 4 of 4
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Towards more meaningful science inquiry for primary pupils

2015, Tan, Aik-Ling, Talaue, Frederick, Lim, Shirley S. L.

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Fostering science teachers’ language awareness: Exploring the impact on teachers’ oral interactions with students to support science writing

2019, Seah, Lay Hoon, Adams, Jonathon, Tan, Aik-Ling, Silver, Rita, Chin, Tan Ying

The role of language in science learning and teaching has been a focus of science education research for over three decades. This rich body of research has led to the insight that learning the language of science is constitutive of learning science: simultaneously with participating in classroom activities and conversations, describing observations and constructing conceptual understanding, students must begin to appropriate the language of science.

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“We ‘own’ the teachers”: Understanding subcultures of Singapore lower track science classrooms.

2019, Teo, Tang Wee, Tan, Aik-Ling

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Learning to argue and arguing to learn: Developing scientific argumentation skills in pre-service chemistry teachers

2016, Tan, Aik-Ling, Lee, Peter Peng Foo, Cheah, Yin Hong