YewJin Lee - Academia.edu (original) (raw)

Papers by YewJin Lee

Education in the Asia-Pacific region, 2022

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.

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.

International Handbook of Information Technology in Primary and Secondary Education

The Asian-Pacific region includes not only a large area but many contrasts in the countries invol... more The Asian-Pacific region includes not only a large area but many contrasts in the countries involved. Countries that can be classified as advanced in their IT policies (Australia, Chinese Taipei, Hong Kong China, Japan, New Zealand, Republic of Korea, Singapore) differ from those with evolving policies (India, People&amp;amp;#x27;s Republic of China, Malaysia, Philippines, Sri Lanka, Thailand) and both differ widely from the less-developed countries in the region such as the Pacific Island states. Key issues relate to infrastructure provision and the need for ...

Studies in Science Education, 2009

Research in Science Education, 2010

Notice: Changes introduced as a result of publishing processes such as copy-editing and formattin... more Notice: Changes introduced as a result of publishing processes such as copy-editing and formatting may not be reflected in this document.

Journal of Curriculum Studies, 2011

... View all references), there has been a relative neglect of the antecedents or contemporary co... more ... View all references), there has been a relative neglect of the antecedents or contemporary conditions that precipitate/inhibit change, just as there is ... programmes as well as their life‐spans have been growing shorter over the last 10–15 years (Rasmussen and Ludvigsen 200948 ...

International Journal of Science Education, 2013

School-based curriculum innovations, including those in science education, are usually not adequa... more School-based curriculum innovations, including those in science education, are usually not adequately evaluated, if at all. Furthermore, current procedures and instruments for programme evaluations are often unable to support evidence-based decision-making. We suggest that adopting fidelity of implementation (FOI) criteria from healthcare research can both characterize and narrow the separation between programme intent and actual implementation, which is a mandatory

Educational Media International, 2006

Lee brutplatz, die unter Verwendung von statistischen Echtzeit-Computerprogrammen erstellt wurde,... more Lee brutplatz, die unter Verwendung von statistischen Echtzeit-Computerprogrammen erstellt wurde, aus und zeigen, dass das (korrekte, d.Ü.) Schätzen von Fischgewichten und Längen vom vorherigen praktischen Umgang und dem Messen der Tiere über längere Zeit abhängt. Dieses Vorwissen wurde weiter von den Repräsentanten in den mathematischen Formeln beeinflusst, die technikzentriert waren. Daher war es möglich, ausgedehnt mit den Daten während des Prozesses von Analyse und Reflexion zu 'spielen' und dabei zu lernen. Neben der Klärung des Lernprozesses durch den Gebrauch von Bildungsmedien wie Datenregistrationsprogrammen konnten wir den Computer als ein selbstreflexives Werkzeug vorstellen, das-in einer dialektischen Art-das Lernen in unserer täglichen Welt bestimmt.

Cultural Studies of Science Education, 2007

With increasing intensity, issues related to the globalization of markets, ideas, culture, and na... more With increasing intensity, issues related to the globalization of markets, ideas, culture, and natural and human ecologies have filled the news headlines and captured the attention of social scientists. Thus, for example, transnational flows of capital and jobs have catalyzed rural-to-urban migrations and the almost inevitable ''Othering'' of the underprivileged or alien (Woronov 2004). Likewise, we have witnessed a growing Hispanization of the US, Arabization of France, and Turkization of Germany where low-paying, unpleasant or dangerous occupations are the only ones that await newcomers. From the standpoint of some countries such as the Philippines and Sri Lanka where unemployment and military conflict are part of the landscape, these are not necessarily unwelcome consequences for their far-flung citizen-workers remit at least 10% of the national GDP. Given time, immigrants and refugees will form diasporic communities within their adopted countries and find refuge in whatever interstitial spaces that are sanctioned or tolerated. These collisions between social worlds arising from globalization have also given rise to phenomena such as assemblages, hybridization, creolization, and bricolage at levels never before observed. Music and art offer interesting (benign) examples of these kinds of amalgamations that we have mentioned here although cultural practices in democracies are constantly open to cross-fertilization and transformation. However, because traditional ways of experiencing the self have shifted, this has led, among others, to new manifestations of fundamentalism around the world. Though omnipresent, it is fair to conclude that globalization has an unpredictable checker-board effect bringing benefits to some while disadvantaging others. As if schooling were not challenging enough a battleground for reclaiming hearts and minds, we now realize that globalization has upped the ante for practitioners trying to make science transformative in the lives of young people. It is unfortunate that very few of these above concerns are of salience to science educators, though they can be expected to dramatically alter the everyday experiences of teaching and learning as recent articles in this journal (e.g., from Charles Hutchison; Katherine Richardson; Angela Calabrese Barton) have shown. More so, longitudinal or

Cultural Studies of Science Education, 2010

I (Giuliano) remember being in a room full of scientists and educators who were collaborating tog... more I (Giuliano) remember being in a room full of scientists and educators who were collaborating together in a million-dollar interdisciplinary project. Michael-as he repeatedly told us to call him (Roth et al. 2007)-had invited a few of his graduate students to attend the meeting because we were involved with the data collection and dissemination of the results. At one point during the conversation, a climatologist asked Michael to explain the meaning of a word (i.e., ethnography) he kept using to describe his research. While those of us doing educational research are not foreigners to the term, especially after having had a chance to know Michael's work (Roth 2005), it was an unlikely lexicon in the professional jargon of other disciplines let alone climatology! For a split second, I felt as if the question had been directed to me and immediately I started thinking about possible ways to explain what

Education Sciences

The benefits of STEM education for learning important knowledge, skills, and affect are widely ac... more The benefits of STEM education for learning important knowledge, skills, and affect are widely accepted, though the former is currently absent in Singapore’s formal curriculum. This study therefore describes a model-integrated STEM curriculum at the middle-school level for developing scientific as well engineering literacy. Based on design-based inquiry (DBI), it incorporated inquiry science learning with an engineering design challenge for students to build improvised microbial fuel cells (MFC). Co-planned with science teachers from various disciplines, the curriculum was implemented as a 10-week enrichment program with two groups of Grade 8 students (N = 77) from one secondary school in Singapore. Through the use of vignettes, we show how learning about/of science and engineering occurred in the conceptual, epistemic, and social domains. In addition, students applied evidence-based reasoning, various epistemic skills, and a variety of problem-solving approaches as they iteratively...

International Journal for Lesson & Learning Studies, 2021

PurposeThe purpose of this exploratory study was to develop Global Lesson Study (GLS) defined as ... more PurposeThe purpose of this exploratory study was to develop Global Lesson Study (GLS) defined as an international collaborative lesson study through international exchange of teachers using ICT. Its purpose is to nurture teachers from different countries with intercultural competence to conduct lesson study.Design/methodology/approachWe developed an initial program for GLS in the subject of mathematics education between elementary school teachers in Japan and Singapore. The qualitative analysis of activities at each stage of the Pilot GLS was conducted from two perspectives: (1) intercultural competence for lesson study and (2) teacher's competency for subject instruction.FindingsThrough GLS, a new lesson was created that was only possible with discussions from teachers from different locations. It was clarified that GLS was not only useful for training teachers with intercultural competence for lesson study but also has led to the improvement of teacher's competency for sub...

Research in Science Education

There has been a longstanding interest in the kinds of scientific knowledge that primary science ... more There has been a longstanding interest in the kinds of scientific knowledge that primary science learners must know and be able to do, which comprise the intellectual demands in this subject. These prescriptions chiefly take guidance from national curriculum documents, especially in the form of their learning outcomes (LO) or learning standards. Using the concepts of semantic density (SD) and semantic gravity (SG), we formulate a novel coding scheme for primary science LO based on Semantics and Legitimation Code Theory. We demonstrate how SD and SG provide insights into the levels of complexity and abstraction respectively from a mix of qualitative and quantitative criteria that we devised. We empirically test the utility of this coding scheme by comparing present reformed primary science LO with their previous versions across three East-Asian regions. It was shown that their LO were not significantly different over versions in terms of SD/SG, had typically one to two learning points, favoured more context-dependent expressions, and were predominantly coded as SD-SG+. This research provides a complementary method of determining the intellectual demands of science curricula in terms of complexity and abstraction of LO that has implications for science teaching as well as the improvement of epistemological access for learners.