Tuesday, July 17, 2012

Nomination for PS21 Excel Awards Best Ideator 2012

Nomination for PS21 Excel Awards Best Ideator  2012

Nomination for PS21 Excel Awards Best Ideator  2012



Nomination thanks to Latha for the email nomination, Yew Meng and Seau Yoon for vetting, Victor of the impact section beefing up :)

Summary Final

i)
Loo Kang an excellent ideator who constantly seeks to find new ways of improving learning and teaching. He lives the ethos of the teaching profession (MOE, 2010) and deepens his specialized skills and knowledge to create new open source physics computer models to benefit anyone, anywhere in the world, for free. His ideas to leverage on computer models for interactive physics learning is made possible through his contributions with the vision to bring realistic, customized (Wee & Mak, 2009) and research-validated computer models (also known as simulations) into the hands of ordinary students. To date, he has contributed or adapted more than 65 Physics simulations for use in our local curriculum.

His research suggests computer models are appropriate laboratory environments that can provide contextualized experience, (Wee, 2012b) essential for deepening students’ understanding through student-centric interactive learning (Wee, Chew, Goh, Tan, & Lee, 2012). Most importantly, physics comes "alive" and is meaningfully fun to inspire curiosity and imagination.

(ii)
His key project “gravity-physics by inquiry” won the gold award at the Innergy award 2012 and was recognised for his innovative idea, a fundamental breakthrough by creating significant value-add previously not possible.
His active inquiry lesson packages with computer models has been scaled up in eduLab project with at least 5 schools (River Valley High, Yishun Junior College, Serangoon Junior College, Anderson Junior College and Innova Junior College) in level-wide implementations of inquiry laboratory and flip classroom e-learning. His research suggests students and teachers not only believed in the usefulness of these computer models but there is measurable educational gains (Hake, 1998) even for first time implementations. This has led to future collaboration with principal master teacher (Physics) who will extend Loo Kang’s ideas on more than 65 computer models into the ministry of education academy of Singapore teacher’s Handbook for Teaching Secondary Physics (MOE, 2011, pp. 65-124) Part II: Knowledge of Secondary Physics Curriculum with computer models, a key initiative by the AST physics subject chapter and CPDD.



Summary (Good to Go)


(i)
Loo Kang an excellent  ideator who constantly seeks to find new ways of improving learning and teaching.  He lives the ethos of the teaching profession (MOE, 2010) and deepens his specialized skills and knowledge to create new open source physics computer models to benefit anyone, anywhere in the world, for free. His ideas to leverage on computer models  for interactive physics learning is made possible through his contributions with the vision to bring realistic, customized (Wee & Mak, 2009) and research-validated computer models (also known as simulations) into the hands of ordinary students, in any part of the world. To date, he has contributed or adapted more than 65 Physics simulations for use in our local curriculum.
His research suggests computer models are appropriate laboratory environments that can provide contextualized experience, (Wee, 2012b) essential for deepening students’ understanding through student-centric interactive learning (Wee, Chew, Goh, Tan, & Lee, 2012). Most importantly, physics comes "alive" and is meaningfully fun to inspire curiosity and imagination.

(ii)
His key project “gravity-physics by inquiry” won gold award at the Innergy award 2012 and was recognised for his innovative idea that was a fundamental breakthrough by creating significant value-add previously not possible.
His active inquiry lesson packages with computer models has been scaled up in eduLab project with at least 5 schools (River Valley High, Yishun Junior College, Serangoon Junior College, Anderson Junior College and Innova Junior College) in level-wide implementations of inquiry laboratory and flip classroom e-learning. His research suggests students and teachers not only believed in the usefulness of these computer models but there is educationally significant gains (Hake, 1998) even for first time implementations.
This has led to future collaboration with principal master teacher (Physics) who will extend Loo Kang’s ideas on more than 65 computer models into the ministry of education academy of Singapore teacher’s Handbook for Teaching Secondary Physics (MOE, 2011, pp. 65-124) Part II: Knowledge of Secondary Physics Curriculum with computer models, a key initiative by the physics subject chapter.


Summary (Original)

(i) Loo Kang is the best ideator because he lives the ethos of the teaching profession (MOE, 2010) and deepens his specialized skills and knowledge to create new open source physics computer models to benefit anyone for free. His ideas to leverage on computer models for interactive physics learning is made possible through his contributions with the vision to bring realistic, customized (Wee & Mak, 2009) and research-validated computer models (also known as simulations) into the hands of ordinary students, in any part of the world.. His research suggests computer models are appropriate laboratory environments that can provide contextualized experience, (Wee, 2012b) essential for deepening students’ understanding through student-centric interactive learning (Wee, Chew, Goh, Tan, & Lee, 2012). Most importantly, physics comes "alive" and is meaningfully fun to inspire curiosity and imagination.

(ii) His key project “gravity-physics by inquiry” won gold award at the Innergy award 2012 and was recognised for his innovative idea that was a fundamental breakthrough by creating significant value-add previously not possible. His active inquiry lesson packages with computer models has been scaled up in eduLab project with at least 5 schools (River Valley High, Yishun Junior College, Serangoon Junior College, Anderson Junior College and Innova Junior College) in level-wide implementations of inquiry laboratory and flip classroom e-learning. His research suggests students and teachers not only believed in the usefulness of these computer models but there is educationally significant gains (Hake, 1998) even for first time implementations. This has led to future collaboration with principal master teacher (Physics) who will extend Loo Kang’s ideas on more than 65 computer models into the ministry of education academy of Singapore teacher’s Handbook for Teaching Secondary Physics (MOE, 2011, pp. 65-124) Part II: Knowledge of Secondary Physics Curriculum with computer models, a key initiative by the physics subject chapter.



Contribution: (40%)

 Loo Kang’s idea contributions are forward looking and concise in the formal MOE meetings for example, notably using Twitter as a back channel to allow everyone to contribute ideas to enrich discussions during meetings. Informally, he actively blogs and twits on Physics education matters especially on those low barriers to adoption tools that can be scale up to schools, getting about 500 visitors all over the world per day.


Ideas beyond his job scope includes
1. Analysis of the speed of the Ferrari 599 GTO that crashed a Taxi causing 3 dead, 2 injured in Bugis S'pore - 12May2012, using current affairs to make physics relevant to life. http://weelookang.blogspot.sg/2012/05/what-evidence-of-speed-ferrari-was.html

2. Publishing in Physics education peer-reviewed journals to scale up innovative use of tools in education.
  1. a) Wee L.K., Ning H.T. (201X) Vernier Callipers and Micrometer Computer Model using Easy Java Simulation XX(X), XXX (pending submission)
  2. b) Wee L.K., Goh G.H. (201X) Earth-Moon System using Easy Java Simulation (pending submission)
  3. c) Wee L.K., Goh G.H., Kwan Y.M., Charles Chew (201X) Geostationary Earth Orbit Satellite Model using Easy Java Simulation XX(X), XXX (manuscript under review) 
  4. d) Wee L.K., Charles Chew, Goh G.H., Lee T.L., Samuel Tan (2012) Using Tracker as a Pedagogical Tool for Understanding Projectile Motion Physics Education, 47(4): 448. arXiv:1206.6489 [pdf]
  5. e) Wee, L. K. (2012). One-dimensional collision carts computer model and its design ideas for productive experiential learning. Physics Education, 47(3): 301. http://www.compadre.org/osp/items/detail.cfm?ID=11802 [Draft PDF] arXiv:1204.4964 [pdf]
  6. f) Wong, D., Sng, P. P., Ng, E. H., & Wee, L. K. (2011). Learning with multiple representations: an example of a revision lesson in mechanics. Physics Education, 46(2), 178. http://www.compadre.org/OSP/items/detail.cfm?ID=10817 [Draft PDF] arXiv:1207.0217 [pdf]
3. Publish computer models on Open Source Physics (Christian, Esquembre, & Barbato, 2011) http://www.compadre.org/osp/

  1. a) Wee, L. K. (2012). Geostationary Earth Orbit Satellite Model. [Computer software] Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11775&DocID=2634
  2. b) Wee, L. K. (2012). Tracker Video Analysis: Bouncing Ball. [worksheet, video and trk file] Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11705&DocID=2583
  3. c) Hwang, F.-K., & Wee, L. K. (2011). Direct Current Electrical Motor Model[Computer software]. Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11529&DocID=2476
  4. d) Hwang, F.K, & Wee, L.K. (2011). Newton's Cradle Applet [Computer software]. Retrieved July 26, 2011, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2195.0
  5. e) Wee, L.K (2011). Up and Down Bouncing Ball Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/osp/document/ServeFile.cfm?ID=10817&DocID=2186&Attachment=1
  6. f) Wee, L.K., & Esquembre, F. (2010). Lorentz force on a current carrying wire java applet [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10543&DocID=2053
  7. g) Hwang, F.K., & Wee, L.K. (2010). Cyclotron in 3D Model (Version 10/12/2010) [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/osp/items/detail.cfm?ID=10527
  8. h) Hwang, F.K., Wee, L.K. & Christian, W (2009). Vernier Caliper Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9707&DocID=1445
  9. i) Hwang, F.K., Wee, L.K. & Christian, W (2009). Micrometer Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9422&DocID=1315
  10. j) Hwang, F.K. & Wee, L.K (2009). Blackbody Radiation Spectrum Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9387&DocID=1292


Loo Kang’s contributions is affirmed by Director General Education, Permanent Secretaries and senior management on 03rd May 2012, during an invited PS21 presentation sharing on Gravity-Physics by Inquiry (MOE, 2012a). The audience congratulates him on his passion and excellent idea-implementation on computer models for the betterment of the world.

Many of the Open Source Physics Professors thank Loo Kang for his contributions in emails and face to face meeting (Wee, 2010a, 2012a) with face book message (Figure 1) being the most celebrated from Vasudeva Rao Aravind, Professor of Physics from Pennsylvania State University, USA .

Figure 1. Vasudeva Rao Aravind, Professor of Physics from Pennsylvania State University, USA recognising Loo Kang as a world leader-contributor of ideas on computer models


Idea Quality:


The best suggestion is the gravity-physics by inquiry, a series of computer models (Figure 2, Figure 3, Figure 4 and Figure 5) to allow the investigative data collection, analysis and visualization of abstract and difficult concepts for students. This suggestion is insightful and innovative especially when considering the financial cost involved in sending space shuttles full of students to Earth’s outer atmosphere, a potentially dangerous journey and what others expensive or free simulations has not done or cannot do yet.

Figure 2. Kepler Solar System Model (Timberlake & Wee, 2011) with actual astronomical data built into the simulation, with realistic 3D visualization, (radius of planets such as Earth, rE and another planet for comparison  r,  and time t for determination of period of motion, T) data for inquiry learning and to situate understanding 



Figure 3. Geostationary Satellite around Earth Model (Wee & Esquembre, 2010) suitable for inquiry learning through different mode =1 to 7, with Geo Stationary checkbox option, 3D visualization, customized with Singapore as a location position for satellite fixed about a position above the earth with period 24 hours, same rotation sense on the equator plane

Figure 4. One Dimensional Gravitational Model (Duffy & Wee, 2010a) suitable for investigative inquiry learning through data collection, customized with syllabus learning objectives such as gravitational strength g, gravitational potential φ when one or both masses M1 and M2 are present with a test mass m. Superimpose are the mathematical representations, vector presentation of g, based on current Newtonian model of gravity. 

Figure 5. One Dimension Gravitational Moon-Earth Model (Duffy & Wee, 2010b) suitable for investigative inquiry learning, further customized to allow the experiencing of an Advanced Level examination question June 87 /II/8. Data are based on real values where students can play and experience physics otherwise difficult to related to examination question.

The experimentation is high as Loo Kang need to self direct (Gibbons, 2002) his own learning to master Java programming language, research on suitable pedagogy of inquiry (Christian & Esquembre, 2007; Jackson, Dukerich, & Hestenes, 2008; McDermott, Shaffer, & Rosenquist, 1995; Scherr, 2003; Wee, Lee, & Goh, 2011; C. E. Wieman, Adams, Loeblein, & Perkins, 2010; Carl E. Wieman, Adams, & Perkins, 2008) suited for use with computer models (Chee, Tan, Tan, & Jan, 2009; Christian & Esquembre, 2007; Hwang & Esquembre, 2003) and appropriate user interface design (Adams et al., 2008) while collaborating with computational physicists from around the world.
The risk-taking is also high as much of the implementation of the suggestion was done in his free time since 2006, in a largely ground-up idea without structured and formalized top-down support. It is only in 2012 that the fruits of his suggestion was materialized in a National Research Fund (NRF) & MOE funded NRF2011-eduLab 001 Java Simulation Design for Teaching and Learning project (MOE, 2012b; Wee, 2010b) with him as a co Principal Investigator and an INNERGY GOLD AWARD 2012 win for gravity-physics by inquiry (MOE, 2012a) with him as the idea leader.      

The suggestion improve existing process of physics education schooling practices by creating computer models as tools for active scientific inquiry and interactive engagement (Hake, 1998) that improves the research pre-post test scores with an Cohen’s effect size of about 0.3 (educational significant) even for first time implementation by the 25 teachers in the 5 schools. The benefits are especially heightened when comparing to traditional word problem solving dominated lecture and tutorial system in most classrooms in the pre-universities centers especially when teaching gravity concepts because of heigthened difficulties to collect astromonical data from Singapore using telescopes at night.

Impact ( Final)

Impact on Singapore Schools 
Figure 6. One Dimension Gravitational Moon-Earth Model (Duffy & Wee, 2010b) used in a classroom setting for investigative inquiry, where students take on the role of scientists, exploring and experimenting the effects of gravity instead of the traditional practices of listening to lectures, memorizing formulae and solving word problems. Picture by Goh G.H

Loo Kang’s models are free of charge and presents low cost barriers to adoption. His Gravity-Physics by Inquiry Lesson Package (Figure 6) has been used by about 1000 students and 25 teachers, across 5 schools in Singapore. (Table 1) Loo Kang’s research his high returns on investments especially when there has been no funding in his creation of a suite of 65 computer models which can be used for the O-Level and A-Level Physics. He is working on systematically impacting the all 100+ secondary schools through incorporating computer models into the Singapore teacher’s Handbook for Teaching Secondary Physics (MOE, 2011, pp. 65-124) Part II: Knowledge of Secondary Physics Curriculum.

Impact on Singapore Students

Loo Kang’s models encourages cognitive apprenticeship (Chee, 1995; Collins, Brown, & Newman, 1987) by encouraging students to function like scientists (Jan, Chee, & Tan, 2010) in their guided inquiry learning.
His work allows students to make sense of large physical systems (such as Solar System Model (Figure 2), Earth and Satellite Model (Figure 3), Two Mass Model science laboratory toolkit (Figure 4) and Moon-Earth Model (Figure 5)), through computer visualization.

Impact on Singapore Teachers

Loo Kang’s work presents an innovative approach to the teaching of Physics as an alternative to the traditional ‘drill and practice’ approach. His innovative approach is aligned to MOE’s strategic focus in preparing learners for the 21st Century (Plomp, 2011). His work has received commendation from MOE senior management and they have encouraged him to continue creating models to help ordinary teachers be more effective in their teaching of Physics.

Figure 7. MOE ASPIRE magazine (May 2012 issue). L to R: Yew Meng KWAN, Loo Kang WEE, Charles CHEW (absent: Jimmy Giam Hwee GOH). Picture by Wei Hao HO, Artwork by Claire Zixin HONG 

Figure 8. 模拟软件让课堂“动”起来 an article by王珏琪 http://www.zaobao.com.sg/sp/sp120330_024.shtml on lianhe zaobao the impact of the Open Source Physics eduLab project lead by Loo Kang (30th March 2012). Scanned newspaper by Tat Leong

Figure 9a. Loo Kang receiving the gold innergy award from Minister Heng, photo (left) and 43 seconds of the Excel Fest 2012 Highlights video  http://www.youtube.com/watch?v=RCYTwADn8sE (right)

Figure 9b. Loo Kang receiving the gold innergy award from Minister Heng, photo (left) and 43 seconds of the Excel Fest 2012 Highlights video  http://www.youtube.com/watch?v=RCYTwADn8sE (right)

He has conducted many workshops and conference presentations to help teachers adopt the meaningful use of computer models in physics education. His significant contribution in the professional development of the Physics fraternity can be seen in a series of feature articles on his work. For example, MOE ASPIRE magazine (May 2012) (Figure 7), Lianhe Zaobao newspaper feature on Open Source Physics (Figure 8) and INNERGY GOLD award 2012 presented by Minister of Education, Heng Swee Keat (Figure 9).

Impact on Singapore’s and the International Physics Community 

Loo Kang has made significant contribution to Physics education in Singapore and globally. This is evident from his dissemination of his lesson packages and his active engagement on social media. (Table 1) He also regularly contributes to the digital libraries at Open Source Physics and NTNU Java Virtual Lab and 3 scholarly articles in Physics Education Journal.

Figure 10a. As an example, too many to list, Wikipedia contributions by Loo Kang are used in many different pages of wikipedia and many different languages as well. http://commons.wikimedia.org/wiki/File:Geostationaryjava3D.gif

Figure 10b. As an example, too many to list, Wikipedia contributions by Loo Kang are used in many different pages of wikipedia and many different languages as well. http://commons.wikimedia.org/wiki/File:Geostationaryjava3D.gif



Geostationaryjava3D
Educators and physicists from Singapore and worldwide also benefit from Loo Kang’s many re-purposed from simulation to animation on Wikipedia (Figure 10). His site (http://commons.wikimedia.org/wiki/Special:ListFiles/Lookang) provides a sense of the extent and scale of the impact of his work.


Figure 11a. Email from Maria.Holzmann@swr.de asking for permission to use Loo Kang’s work on wikipedia on a documentary film about germany’s historic town and historical moments about Clauss Jönsson has performed in 1961 at the University of Tuebingen. Wikipedia post is http://en.wikipedia.org/wiki/Double-slit_experiment
Figure 11b. Email from Maria.Holzmann@swr.de asking for permission to use Loo Kang’s work on wikipedia on a documentary film about germany’s historic town and historical moments about Clauss Jönsson has performed in 1961 at the University of Tuebingen. Wikipedia post is http://en.wikipedia.org/wiki/Double-slit_experiment


As testimony to Loo Kang’s impact, he has received international recognition for his work. A German video company, House of Documentary Films, requested Loo Kang’s permission to use his work for a documentary film about the "Double-slit experiment", which Clauss Jönsson has performed in 1961 at the University of Tuebingen (Figure 11).

Figure 12. Loo Kang’s analysis were objective and evidence based, using daily affairs to make physics useful to everyday life scenarios serves to make students think for themselves to use evidences to support their claim is the act of being critical and scientific http://weelookang.blogspot.sg/2012/05/what-evidence-of-speed-ferrari-was.html 

Figure 13. My Paper featured Lawrence Wee analysis as objective and evidence based, using daily affairs to make physics useful to everyday life scenarios serves to make students think for themselves to use evidences to support their claim in the act of being critical and scientific. Photo by Tracy Wee (ex-student) on Facebook
Figure 14a. 2 recent computer models (left) thin lens ray diagram requested by RGS teachers and requested by a beginning teacher on Facebook requesting for help from the instructional programme support group (physics) IPSG facebook page that resulted in a computer model about phase difference(right). http://weelookang.blogspot.sg/ has the full range of models. 
Figure 14b. 2 recent computer models (left) thin lens ray diagram requested by RGS teachers and requested by a beginning teacher on Facebook requesting for help from the instructional programme support group (physics) IPSG facebook page that resulted in a computer model about phase difference(right). http://weelookang.blogspot.sg/ has the full range of models. 

Always a champion for authentic learning, Loo Kang was in the Singapore’s media limelight for his analysis of a high profile accident this year. Applying his modeling techniques, he presented an analysis of the speed of the Ferrari 599 GTO which crashed into a Taxi, causing 3 dead, 2 injured at Bugis S'pore on 12May2012. His analysis was showcased in the mass media, for example, Asiaone Motoring, Asiaone News , Stomp (Figure 12) and My Paper (Figure 13). His approach of applying evidence-based analysis to real-life events won accolades by students, teachers and NIE academics as it encouraged students to do likewise. He is always willing to help teachers to create better tools for physics education (Figure 14).

Partnership with International Professional Associations 

He is a member of American Association of Physics Teacher (APPT), GIREP (International Research Group on Physics Teaching) and Multimedia in Physics Teaching and Learning (MPTL) where he actively contributes through the Open Source Physics Group. Below are his conference presentations and curriculum materials on Open Source Physics.


Conferences: 

  1. Wee L.K., Lim A.P., Goh G.S. (2012, 02 July, 1300-1430) Computer Models Design for Teaching and Learning using Easy Java Simulation, Parallel Session 02.09, World Conference on Physics Education Bahçeşehir Üniversitesi, İstanbul, Turkey 
  2. Wee, L. K. (2012, 08 February). Physics Educators as Designers of Simulation Using EJS Part 2. Paper presented at the American Association of Physics Teachers National Meeting Conference: 2012 Winter Meeting, Ontario, California, USA. 
  3. Wee, L. K. (2010, 20 July). Physics Educators as Designers of Simulation using Easy Java Simulation. Paper presented at the American Association of Physics Teachers National Meeting Conference: 2010 Summer Meeting, Portland, Oregon, USA. 

Open Source Physics Simulations 


  1. Wee, L. K. (2012). Geostationary Earth Orbit Satellite Model. [Computer software] Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11775&DocID=2634 
  2. Wee, L. K. (2012). Tracker Video Analysis: Bouncing Ball. [worksheet, video and trk file] Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11705&DocID=2583 
  3. Hwang, F.-K., & WEE, L. K. (2011). Direct Current Electrical Motor Model [Computer software].. Retrieved from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=11529&DocID=2476 
  4. Hwang, F.K, & WEE, L.K. (2011). Newton's Cradle Applet [Computer software]. Retrieved July 26, 2011, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2195.0 
  5. WEE, L.K (2011). Up and Down Bouncing Ball Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/osp/document/ServeFile.cfm?ID=10817&DocID=2186&Attachment=1 
  6. WEE, L.K., & Esquembre, F. (2010). Lorentz force on a current carrying wire java applet [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=10543&DocID=2053 
  7. Hwang, F.K., & WEE, L.K. (2010). Cyclotron in 3D Model (Version 10/12/2010) [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/osp/items/detail.cfm?ID=10527 
  8. Hwang, F.K., WEE, L.K. & Christian, W (2009). Vernier Caliper Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9707&DocID=1445 
  9. Hwang, F.K., WEE, L.K. & Christian, W (2009). Micrometer Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9422&DocID=1315 
  10. Hwang, F.K. & WEE, L.K (2009). Blackbody Radiation Spectrum Model [Computer software]. Retrieved April 23, 2011, from http://www.compadre.org/Repository/document/ServeFile.cfm?ID=9387&DocID=1292 

Awards and Accolades Received
He has also received awards for his ideas and service rendered to the public service.
  1. Innergy Award Winner 2012 (Gravity-Physics by Inquiry) Gold Award 
  2. Innergy Award Winner 2012 (Bringing Innovative Ideas to Practice Through Propel-T Projects) Gold Award 
  3. Innergy Award Winner School Commendation 2011 (Learning Physics through video analysis RVHS) Commendation Award 
  4. Appreciation Award by Academy of Singapore Teachers 2011 
  5. Public Service Excellence in Service Award (EXSA) Star 2011 
  6. Public Service Excellence in Service Award (EXSA) Gold 2010 
  7. Public Service Excellence in Service Award (EXSA) Silver 2009 



Impact: (Original )

Table 1:  Benefits of gravity-physics inquiry lesson package showing number of students, teachers and schools in Singapore, contributions to physics education and the world through Wikipedia under the timeline since 2006 to beyond 2014.  

 Year
2006 - 2011
2012 - 2013
2014 -
Research type:
Pilot –ground-up experimenting
eduLab project
Projected Scaling up
Benefits:



Singapore
Students
20
1000
>4400
Teacher(s)
1
25
>110
School(s)
1
5
>22
World
Physics Education
Digital libraries at Open Source Physics and NTNU Java Virtual Lab
Journal Publications
1.      Wee L.K., Goh G.H.,Kwan Y.M., Charles Chew (2012) Geostationary Earth Orbit Satellite Model using Easy Java Simulation  (under peer review)
2.      Wee L.K., Goh G.H. (2012) Earth-Moon System using Easy Java Simulation  (pending submission)
Public
List of animations at Wikimedia to support the writing in Wikipedia
Wikipedia relevant to gravity concepts for example. http://en.wikipedia.org/wiki/Mars

Mars's average distance from the Sun is roughly 230 million km (1.5 AU) and its orbital period is 687 (Earth) days as depicted by the red trail, with Earth's orbit shown in blue.(Animation)


Depicted in Table 1: the significant benefits to date for gravity-physics by inquiry lesson package is estimated at 1000 students, 25 teachers facilitating the inquiry pedagogy with computer models in 5 eduLab schools with contributions to digital libraries at Open Source Physics and NTNU Java Virtual Lab and 2 scholarly articles in Physics Education Journal. Public also get to also benefit from his re-purposed animation to support the world’s most popular encyclopedia Wikipedia with millions of users all over the world. 

The other significant impact would be to allow students to take on the role of scientists (Jan, Chee, & Tan, 2010) to conduct their own guided inquiry learning for efficient use of curriculum time and promoting self direction as life long learners (MOE, 2009). His solutions substantially address the challenge of allowing students to make sense of and ‘bring’ very large gravity systems such as Solar System Model  (Figure 2), Earth and Satellite Model (Figure 3), Two Mass Model science laboratory toolkit (Figure 4) and Moon-Earth Model (Figure 5), into the hands of ordinary students, in any classroom, in any part of the world.


Reference: (Final)

  1. Adams, W., Reid, S., LeMaster, R., McKagan, S., Perkins, K., Dubson, M., & Wieman, C. (2008). A Study of Educational Simulations Part II--Interface Design. Journal of Interactive Learning Research, 19(4), 551-577. 
  2. Chee, Y. S. (1995). Cognitive Apprenticeship and Its Application to the Teaching of Smalltalk in a Multimedia Interactive Learning Environment. Instructional Science, 23(1-3), 133-161. 
  3. Chee, Y. S., Tan, D. K. C., Tan, E. M., & Jan, M. F. (2009, 24 to 26 November). Learning Chemistry with the game “Legends of Alkhimia”: Pedagogical and Epistemic Bases of Design-for-Learning and the Challenges of Boundary Crossing. Paper presented at the Science Education: Shared Issues, Common Future Proceedings of International Science Education Conference 2009, National Institute of Education, Singapore. 
  4. Christian, W., & Esquembre, F. (2007). Modeling Physics with Easy Java Simulations. Physics Teacher, 45(8), 475-480. 
  5. Christian, W., Esquembre, F., & Barbato, L. (2011). Open Source Physics. Science, 334(6059), 1077-1078. doi: 10.1126/science.1196984 
  6. Collins, A., Brown, J., & Newman, S. (1987). Cognitive Apprenticeship: Teaching the Craft of Reading, Writing, and Mathematics. Technical Report No. 403. 
  7. Duffy, A., & Wee, L. K. (2010a). Ejs Open Source Gravitational Field & Potential of 2 Mass Java Applet, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1921.0
  8. Duffy, A., & Wee, L. K. (2010b). Ejs Open Source Gravitational Field & Potential of Earth and Moon Java Applet, from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1924.0
  9. Gibbons, M. (2002). The Self-Directed Learning Handbook: Challenging Adolescent Students to Excel. The Jossey-Bass Education Series. 
  10. Hake, R. R. (1998). Interactive-engagement versus traditional methods: A six-thousand-student survey of mechanics test data for introductory physics courses. American Journal of Physics, 66(1), 64-74. doi: 10.1119/1.18809 
  11. Hwang, F. K., & Esquembre, F. (2003). Easy java simulations: An interactive science learning tool. Interactive Multimedia Electronic Journal of Computer - Enhanced Learning, 5. 
  12. Jackson, J., Dukerich, L., & Hestenes, D. (2008). Modeling Instruction: An Effective Model for Science Education. [Article]. Science Educator, 17(1), 10-17. 
  13. Jan, M., Chee, Y. S., & Tan, E. M. (2010). Changing Science Classroom Discourse toward Doing Science: The Design of a Game-based Learning Curriculum. Paper presented at the Proceedings of the 18th International Conference on Computers in Education, Putrajaya, Malaysia. 
  14. McDermott, L., Shaffer, P., & Rosenquist, M. (1995). Physics by inquiry: John Wiley & Sons New York. 
  15. MOE. (2010). Opening Address by Mr Heng Swee Keat, Minister for Education, at the Ministry of Education (MOE) Work Plan Seminar, on Thursday, 22 September 2011 at 10.00 am at Ngee Ann Polytechnic Convention Centre. Speeches Retrieved 01 March, 2012, from http://www.moe.gov.sg/media/speeches/2011/09/22/work-plan-seminar-2011.php
  16. MOE. (2011). Handbook for Teaching Secondary Physics C. Y. Lau, D. J. S. Wong, C. M. K. Chew & J. K. S. Ong (Eds.), Retrieved from http://subjects.edumall.sg/subjects/slot/u1025854/Handbook%20for%20Teaching%20Secondary%20Physics.pdf
  17. MOE. (2012a). MOE Innergy Awards: MOE Innergy (HQ) Awards Winners : Gold Award :Educational Technology Division and Academy of Singapore Teachers: Gravity-Physics by Inquiry Retrieved 25 May, 2012, from http://www.excelfest.com/award
  18. MOE. (2012b). Press Releases: eduLab at the Academy of Singapore Teachers (eduLab@AST) to Bring Ideas into Practice Retrieved 25 May, 2012, from http://www.moe.gov.sg/media/press/2012/03/edulab-at-the-academy-of-singa.php
  19. Plomp, T. (2011, June 12 – 14, 2011). Preparing Education for the Information Society: Curricular and Implementation Challenges. Paper presented at the International Symposium on Educational Reform, East China Normal University, Shanghai, China. 
  20. Scherr, R. E. (2003). An Implementation of Physics by Inquiry in a Large-Enrollment Class. The Physics Teacher, 41(2), 113-118. doi: 10.1119/1.1542051 
  21. Timberlake, T., & Wee, L. K. (2011). Ejs Open Source Kepler 3rd Law System Model Java Applet 1.0. from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=2225.0
  22. Wee, L. K. (2010a, July 17-21). AAPT 2010 Conference Presentation:Physics Educators as Designers of Simulations. Paper presented at the 2012 AAPT Summer Meeting, Portland Oregon USA. 
  23. Wee, L. K. (2010b, 03 November). eduLab mass briefing on possible ideation options for eduLab projects sharing on Easy Java Simulation and Tracker. Jurong Junior College, 2010, from http://weelookang.blogspot.com/2010/10/edulab-mass-briefing-at-jurong-junior.html
  24. Wee, L. K. (2012a, Feb 4-8). AAPT 2012 Conference Presentation:Physics Educators as Designers of Simulations. Paper presented at the 2012 AAPT Winter Meeting, Ontario CA USA. 
  25. Wee, L. K. (2012b). One-dimensional collision carts computer model and its design ideas for productive experiential learning. Physics Education, 47(3), 301. 
  26. Wee, L. K., Chew, C., Goh, G. H., Tan, S., & Lee, T. L. (2012). Using Tracker as a pedagogical tool for understanding projectile motion. Physics Education, 47(4), 448. 
  27. Wee, L. K., & Esquembre, F. (2010). Ejs Open Source Geostationary Satellite around Earth Java Applet 1.0. from http://www.phy.ntnu.edu.tw/ntnujava/index.php?topic=1877.0
  28. Wee, L. K., Lee, T. L., & Goh, J. (2011, 10 November). Physics by Inquiry with Simulations Design for Learning Paper presented at the The Academy Symposium, Singapore. 
  29. Wee, L. K., & Mak, W. K. (2009, 02 June). Leveraging on Easy Java Simulation tool and open source computer simulation library to create interactive digital media for mass customization of high school physics curriculum. Paper presented at the 3rd Redesigning Pedagogy International Conference, Singapore. 
  30. Wieman, C. E., Adams, W. K., Loeblein, P., & Perkins, K. K. (2010). Teaching Physics Using PhET Simulations. Physics Teacher, 48(4), 225-227. 
  31. Wieman, C. E., Adams, W. K., & Perkins, K. K. (2008). PhET: Simulations That Enhance Learning. [Article]. Science, 322(5902), 682-683.