Yew-jin Lee - Academia.edu (original) (raw)
Papers by Yew-jin Lee
Springer briefs in education, Sep 21, 2016
Tables 4.1 and 4.2 show our coding of the cognitive processes and levels of knowledge of the inte... more Tables 4.1 and 4.2 show our coding of the cognitive processes and levels of knowledge of the intended primary science curricula across all the six East-Asian states respectively. It is to be remembered that some degree of subjectivity is inevitable when coding the intellectual demands, especially with the large number of learning objectives or standards that we selected belonging to the cognitive domain. In total, these amounted to 560 objectives/standards from the six states.
Teaching has become increasingly complex and multifaceted against the backdrop of changing demand... more Teaching has become increasingly complex and multifaceted against the backdrop of changing demands in society. More than ever, learning and teaching has to take into consideration Schwab’s (The School Review 78(1):1–23, 1969) four “commonplaces of education” where the teacher, learners, subject matter and milieu (or context) are in dynamic and constant interaction. A teacher is not simply a conduit to deliver a planned teacher-proof curriculum but plays an inextricable part during curriculum development, implementation and evaluation.
Concepts and Practices of STEM Education in Asia, 2022
International Journal for Lesson & Learning Studies
PurposeThe authors aim to determine the effects of Global Lesson Study (GLS) – a two-year, one-cy... more PurposeThe authors aim to determine the effects of Global Lesson Study (GLS) – a two-year, one-cycle program defined as “international cooperative lesson study through international exchange among teachers using ICT” – on intercultural competence for lesson study based on pre- and post-survey conducted for Japanese teachers.Design/methodology/approachIn accordance with the GLS program, mathematics lesson studies on mathematics between Japanese and Singaporean elementary school teachers were conducted over a two-year period. Questionnaire surveys on intercultural competence for lesson study was conducted using 7-point Likert scale and descriptive questions with Japanese teachers (N = 5). Analysis of Wilcoxon's signed rank test and correlation analysis were conducted.FindingsFollowings are identified as the effects of GLS for Japanese teachers: (1) Japanese participants felt improvement of their competence in areas of attitude, internal outcomes and outward impact. (2) Participati...
Asia Pacific Education Review, 2021
Numerous challenges associated with the work of teaching have been reported around the globe, inc... more Numerous challenges associated with the work of teaching have been reported around the globe, including from Singapore. Being a multi-dimensional problem, teachers’ work has been investigated by diverse research methods especially through interviewing. However, educational studies that adopt constructionist approaches have been scarce in Singapore, and none have used it to investigate teachers’ work here. This study based on Discursive Psychology, thus, analyzes interview data from school teachers in Singapore talking about their work. Specifically, interviewing is taken as a “topic,” which prioritizes how talk is co-constructed, rhetorically motivated, and likely with contradictions over the disclosure of information (i.e., taking interviewing as “resource”); various discursive strategies perform diverse rhetorical functions for speakers. There are two interrelated contributions from this study: (i) an increased appreciation of a constructionist approach like Discursive Psychology during interviewing, and (ii) the opening of different perspectives and generative research questions about teachers’ work in Singapore.
Science Education at the Nexus of Theory and Practice, 2008
SpringerBriefs in Education, 2016
Tables 4.1 and 4.2 show our coding of the cognitive processes and levels of knowledge of the inte... more Tables 4.1 and 4.2 show our coding of the cognitive processes and levels of knowledge of the intended primary science curricula across all the six East-Asian states respectively. It is to be remembered that some degree of subjectivity is inevitable when coding the intellectual demands, especially with the large number of learning objectives or standards that we selected belonging to the cognitive domain. In total, these amounted to 560 objectives/standards from the six states.
Reports of the National Center For Science Education, 1998
... Susan Corner , Laura Lauzon , Aboriginal Art , Robert Dalton , Bill Zuk , Tammy Lavigne , Jil... more ... Susan Corner , Laura Lauzon , Aboriginal Art , Robert Dalton , Bill Zuk , Tammy Lavigne , Jillian Roberts , Yew-jin Lee , Wolff-michael Roth , Tim Pelton , Tish Scott , Yesman R. Post , Michele Tanaka , Tish Scott , Ted Riecken , Abigail Godfrey , Diego Machado Ardenghi , Wolff ...
Science, Learning, Identity, 2007
Research in Science & Technological Education, Nov 24, 2022
International Handbook on Education in South East Asia, 2021
Journal of Education and Work, 2022
ABSTRACT We examine the challenges and emergent nature of learning during undergraduate internshi... more ABSTRACT We examine the challenges and emergent nature of learning during undergraduate internships. Much scholarly inquiry on the latter focuses on internship experiences within traditional professional domains such as medicine, teacher education, and other fields. There is less knowledge about undergraduate interns entering more fluid and recent work sectors such as Public Relations and Communication. In this study, a sociomaterial perspective guided the interest in the situated and emergent nature of learning as an intern in such tool-saturated environments. Specifically, we examined how interns learn to participate in such activities, and how they encounter and appropriate sociomaterial resources used for coordinating and performing work practices. Using a case study method, we examined internship experiences of penultimate undergraduates in communication studies (N = 38). From semi-structured interviews, strategies such as scaffolding, networking and negotiating with colleagues, and technological tools as contingent means for coping with workplace challenges were reported during the initial stage of their internship. By making visible knowledge strategies undergraduates interns employ for learning at the workplace, we call to attention the role of and access to technologies, significant others, and workplace culture in the development of professional learning in such dynamic professional settings.
Springer briefs in education, Sep 21, 2016
Tables 4.1 and 4.2 show our coding of the cognitive processes and levels of knowledge of the inte... more Tables 4.1 and 4.2 show our coding of the cognitive processes and levels of knowledge of the intended primary science curricula across all the six East-Asian states respectively. It is to be remembered that some degree of subjectivity is inevitable when coding the intellectual demands, especially with the large number of learning objectives or standards that we selected belonging to the cognitive domain. In total, these amounted to 560 objectives/standards from the six states.
Teaching has become increasingly complex and multifaceted against the backdrop of changing demand... more Teaching has become increasingly complex and multifaceted against the backdrop of changing demands in society. More than ever, learning and teaching has to take into consideration Schwab’s (The School Review 78(1):1–23, 1969) four “commonplaces of education” where the teacher, learners, subject matter and milieu (or context) are in dynamic and constant interaction. A teacher is not simply a conduit to deliver a planned teacher-proof curriculum but plays an inextricable part during curriculum development, implementation and evaluation.
Concepts and Practices of STEM Education in Asia, 2022
International Journal for Lesson & Learning Studies
PurposeThe authors aim to determine the effects of Global Lesson Study (GLS) – a two-year, one-cy... more PurposeThe authors aim to determine the effects of Global Lesson Study (GLS) – a two-year, one-cycle program defined as “international cooperative lesson study through international exchange among teachers using ICT” – on intercultural competence for lesson study based on pre- and post-survey conducted for Japanese teachers.Design/methodology/approachIn accordance with the GLS program, mathematics lesson studies on mathematics between Japanese and Singaporean elementary school teachers were conducted over a two-year period. Questionnaire surveys on intercultural competence for lesson study was conducted using 7-point Likert scale and descriptive questions with Japanese teachers (N = 5). Analysis of Wilcoxon's signed rank test and correlation analysis were conducted.FindingsFollowings are identified as the effects of GLS for Japanese teachers: (1) Japanese participants felt improvement of their competence in areas of attitude, internal outcomes and outward impact. (2) Participati...
Asia Pacific Education Review, 2021
Numerous challenges associated with the work of teaching have been reported around the globe, inc... more Numerous challenges associated with the work of teaching have been reported around the globe, including from Singapore. Being a multi-dimensional problem, teachers’ work has been investigated by diverse research methods especially through interviewing. However, educational studies that adopt constructionist approaches have been scarce in Singapore, and none have used it to investigate teachers’ work here. This study based on Discursive Psychology, thus, analyzes interview data from school teachers in Singapore talking about their work. Specifically, interviewing is taken as a “topic,” which prioritizes how talk is co-constructed, rhetorically motivated, and likely with contradictions over the disclosure of information (i.e., taking interviewing as “resource”); various discursive strategies perform diverse rhetorical functions for speakers. There are two interrelated contributions from this study: (i) an increased appreciation of a constructionist approach like Discursive Psychology during interviewing, and (ii) the opening of different perspectives and generative research questions about teachers’ work in Singapore.
Science Education at the Nexus of Theory and Practice, 2008
SpringerBriefs in Education, 2016
Tables 4.1 and 4.2 show our coding of the cognitive processes and levels of knowledge of the inte... more Tables 4.1 and 4.2 show our coding of the cognitive processes and levels of knowledge of the intended primary science curricula across all the six East-Asian states respectively. It is to be remembered that some degree of subjectivity is inevitable when coding the intellectual demands, especially with the large number of learning objectives or standards that we selected belonging to the cognitive domain. In total, these amounted to 560 objectives/standards from the six states.
Reports of the National Center For Science Education, 1998
... Susan Corner , Laura Lauzon , Aboriginal Art , Robert Dalton , Bill Zuk , Tammy Lavigne , Jil... more ... Susan Corner , Laura Lauzon , Aboriginal Art , Robert Dalton , Bill Zuk , Tammy Lavigne , Jillian Roberts , Yew-jin Lee , Wolff-michael Roth , Tim Pelton , Tish Scott , Yesman R. Post , Michele Tanaka , Tish Scott , Ted Riecken , Abigail Godfrey , Diego Machado Ardenghi , Wolff ...
Science, Learning, Identity, 2007
Research in Science & Technological Education, Nov 24, 2022
International Handbook on Education in South East Asia, 2021
Journal of Education and Work, 2022
ABSTRACT We examine the challenges and emergent nature of learning during undergraduate internshi... more ABSTRACT We examine the challenges and emergent nature of learning during undergraduate internships. Much scholarly inquiry on the latter focuses on internship experiences within traditional professional domains such as medicine, teacher education, and other fields. There is less knowledge about undergraduate interns entering more fluid and recent work sectors such as Public Relations and Communication. In this study, a sociomaterial perspective guided the interest in the situated and emergent nature of learning as an intern in such tool-saturated environments. Specifically, we examined how interns learn to participate in such activities, and how they encounter and appropriate sociomaterial resources used for coordinating and performing work practices. Using a case study method, we examined internship experiences of penultimate undergraduates in communication studies (N = 38). From semi-structured interviews, strategies such as scaffolding, networking and negotiating with colleagues, and technological tools as contingent means for coping with workplace challenges were reported during the initial stage of their internship. By making visible knowledge strategies undergraduates interns employ for learning at the workplace, we call to attention the role of and access to technologies, significant others, and workplace culture in the development of professional learning in such dynamic professional settings.