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Tan, Oon Seng
Preferred name
Tan, Oon Seng
Email
oonseng.tan@nie.edu.sg
Department
Singapore Centre for Character & Citizenship Education (SCCCE)
Psychology and Child & Human Development (PCHD)
Personal Site(s)
ORCID
6 results
Now showing 1 - 6 of 6
- PublicationOpen AccessA motivational analysis of project work in Singapore using self-determination theory(Time Taylor International, 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.769 1426 - PublicationOpen AccessFlourishing creativity: Education in an age of wonderThe 21st century is often described as an age of uncertainty and ambiguity with unprecedented challenges. Those with a creative mindset however might call this millennium an age of wonder. New technologies and digital media are facilitating imagination and inventiveness. How are we innovating education? Are schools and classroom fostering creativity? This chapter will discuss the understanding of the cognitive functions of creativity and relate these to curriculum and pedagogy. It will deal with issues such as tapping on the powers of psychological habits and novelty, contextualizing learning, providing for serendipity, imagination and play.
WOS© Citations 7Scopus© Citations 12 237 288 - PublicationMetadata onlyReflections on the teacher education model for the twenty-first century (TE21) and V3SK: Legacy and lessonsThis article will reflect on the first author’s deanship journey from 2008 to 2014, which saw the mobilization of the NIE Teacher Education Model for the 21st Century (TE21) and conceptualization of the V3SK framework for teacher education curriculum. Taking a big picture approach, the model and framework were architecturally derived through our building block and improvement systems approach where strong foundations were critical. The period of the late 2000s through the next decade saw an increased interest in education reforms worldwide. Two major trends saw a confluence in interest in Singapore. Firstly, there was increased research pointing to the importance of the teacher factor. Secondly, enhanced interest in the Programme for International Student Assessment (PISA) and international comparisons placed Singapore under global spotlight owing to her remarkable performance. Singapore drew much attention from education ministries around the world, which were visiting Singapore to learn how we invest in education and more importantly what we do to bring ideas to fruition. It became clear that the teacher factor was a significant reason for Singapore’s success. This article will share on how TE21 was a scholarly and pragmatic endeavour resulting from research-informed and motivated teacher educators working with partners and stakeholders in practice whilst taking a globalized perspective. The pinnacle of the TE21 model was the V3SK framework which continues to permeate theory and practice. The framework has gone beyond a professional guidepost to capturing the importance of the teacher symbol. In essence, we were building on roots, culture, values, and wisdom as we tapped on science and evidence.
28 - PublicationOpen Access
162 897 - PublicationOpen AccessProject work and life skills: Psychometric properties of the life effectiveness questionnaire for project work(Hong Kong Educational Research Association, 2008)
; ;Neill, James T.; ; ; Ee, JessieThe present study examined the psychometric properties of the Life Effectiveness Questionnaire - Version H (LEQ-H), an instrument for the assessment of life skills in project work (PW) context with Singaporean students. Specifically, we examined the internal consistency, as well as discriminant and convergent validity of the subscales in LEQ-H. Second, I've tested the proposed measurement model against four other alternative models and confirmed with a second sample. In addition, I've examined the invariance of the measurement tool across gender. A total of 1,264 secondary school students were recruited from nine typical government funded co-educational secondary schools in Singapore. All the subscales had adequate internal consistency but two subscales lacked convergent validity. Five competing models were compared using confirmatory factor analyses. The results provide evidence of a seven first-order measurement model of the LEQ-H. Multi-group analysis demonstrated invariance of the factor forms, factor loadings, factor variances, and factor covariances, error variances and disturbances across gender. In summa!)', the findings affirm that the LEQ-H, with the seven first-order measurement model, can be an appropriate measurement tool to assess the effects of PW on students' life skills such as time management, social competence, achievement motivation, task leadership, emotional control, active initiative and self-confidence.773 956 - PublicationOpen Access
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