Aik-Ling TAN is an associate professor at the National Institute of Education, Nanyang Technological University. Her research interests include the practice of science as inquiry in primary science classrooms as well as in biology laboratories. Of particular interest to her are the intricate classroom interactions between students and teachers that foster meaning learning in science.Chew-Leng POON is the Deputy Director for Research and Evaluation at the Singapore Ministry of Education (MOE) Planning Division. She is concurrently appointed as MOE’s Principal Specialist in Research and Curriculum. Currently, she is involved in several international studies – including the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). She also co-leads a Network Learning Community of Senior Specialists, Master teachers and Heads of Science Department in exploring inquiry science in action in classrooms.Shirley S L LIM is concurrently an Associate Dean at the Office of Graduate Studies and Professional Learning and Associate Professor in Natural Sciences & Science Education. A marine ecologist by training, she has interests in science inquiry. Shirley organised the 1st to 10th Singapore Biology Olympiads, trained and led the national teams for competition at the International Biology Olympiads (IBO) for 11 years. She was re-elected for a second term in 2012 as one of the four Steering Committee members of the IBO fraternity. She organised the 23rd IBO hosted by Singapore in July 2012. Shirley is the Asian Governor of The Crustacean Society (USA) and the Vice-President (Executive Board) of the International Union of Biological Science’s Commission for Biological Education (USA).

• 1 Five decades of science education in Singapore.- 2 Design and Implementation of the National Primary Science Curriculum: A Partnership Approach in Singapore.- 3 Transforming science education by expanding teacher and student collaboration.- 4 Teachers’ ideas and concerns with assessment practices in inquiry science.- 5 The development and implementation of a guided-inquiry curriculum for secondary school physics.- 6 From transmission to inquiry: Influence of curriculum demands on in-service teachers’ perception of science as inquiry.- 7 Teaching inquiry: Global influences and local responses.- 8 Transiting into inquiry science practice: Tales from a primary school.- 9 Science education in a straightjacket: The interplay of people, policies, and place in an East-Asian developmental state.- 10 Implementing inquiry science with knowledge creation approaches.- 11 Using inquiry to facilitate meaningful learning in inorganic chemistry qualitative analysis.- 12 Bridging research, policy, and practice of inquiry in Singaporean classrooms.- 13 Knowledge building as a boundary object in formal/informal learning.- 14 Science Centre Singapore as an alternate classroom.- 15 Public education about science in Singapore: The role of science journalism via newspapers.- 16 Learning science through inquiry in informal contexts.

Aik-Ling TAN is an associate professor at the National Institute of Education, Nanyang Technological University. Her research interests include the practice of science as inquiry in primary science classrooms as well as in biology laboratories. Of particular interest to her are the intricate classroom interactions between students and teachers that foster meaning learning in science.Chew-Leng POON is the Deputy Director for Research and Evaluation at the Singapore Ministry of Education (MOE) Planning Division. She is concurrently appointed as MOE’s Principal Specialist in Research and Curriculum. Currently, she is involved in several international studies – including the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). She also co-leads a Network Learning Community of Senior Specialists, Master teachers and Heads of Science Department in exploring inquiry science in action in classrooms.Shirley S L LIM is concurrently an Associate Dean at the Office of Graduate Studies and Professional Learning and Associate Professor in Natural Sciences & Science Education. A marine ecologist by training, she has interests in science inquiry. Shirley organised the 1st to 10th Singapore Biology Olympiads, trained and led the national teams for competition at the International Biology Olympiads (IBO) for 11 years. She was re-elected for a second term in 2012 as one of the four Steering Committee members of the IBO fraternity. She organised the 23rd IBO hosted by Singapore in July 2012. Shirley is the Asian Governor of The Crustacean Society (USA) and the Vice-President (Executive Board) of the International Union of Biological Science’s Commission for Biological Education (USA).

• 1 Five decades of science education in Singapore.- 2 Design and Implementation of the National Primary Science Curriculum: A Partnership Approach in Singapore.- 3 Transforming science education by expanding teacher and student collaboration.- 4 Teachers’ ideas and concerns with assessment practices in inquiry science.- 5 The development and implementation of a guided-inquiry curriculum for secondary school physics.- 6 From transmission to inquiry: Influence of curriculum demands on in-service teachers’ perception of science as inquiry.- 7 Teaching inquiry: Global influences and local responses.- 8 Transiting into inquiry science practice: Tales from a primary school.- 9 Science education in a straightjacket: The interplay of people, policies, and place in an East-Asian developmental state.- 10 Implementing inquiry science with knowledge creation approaches.- 11 Using inquiry to facilitate meaningful learning in inorganic chemistry qualitative analysis.- 12 Bridging research, policy, and practice of inquiry in Singaporean classrooms.- 13 Knowledge building as a boundary object in formal/informal learning.- 14 Science Centre Singapore as an alternate classroom.- 15 Public education about science in Singapore: The role of science journalism via newspapers.- 16 Learning science through inquiry in informal contexts.

Aik-Ling TAN is an associate professor at the National Institute of Education, Nanyang Technological University. Her research interests include the practice of science as inquiry in primary science classrooms as well as in biology laboratories. Of particular interest to her are the intricate classroom interactions between students and teachers that foster meaning learning in science.Chew-Leng POON is the Deputy Director for Research and Evaluation at the Singapore Ministry of Education (MOE) Planning Division. She is concurrently appointed as MOE’s Principal Specialist in Research and Curriculum. Currently, she is involved in several international studies – including the Programme for International Student Assessment (PISA) and the Trends in International Mathematics and Science Study (TIMSS). She also co-leads a Network Learning Community of Senior Specialists, Master teachers and Heads of Science Department in exploring inquiry science in action in classrooms.Shirley S L LIM is concurrently an Associate Dean at the Office of Graduate Studies and Professional Learning and Associate Professor in Natural Sciences & Science Education. A marine ecologist by training, she has interests in science inquiry. Shirley organised the 1st to 10th Singapore Biology Olympiads, trained and led the national teams for competition at the International Biology Olympiads (IBO) for 11 years. She was re-elected for a second term in 2012 as one of the four Steering Committee members of the IBO fraternity. She organised the 23rd IBO hosted by Singapore in July 2012. Shirley is the Asian Governor of The Crustacean Society (USA) and the Vice-President (Executive Board) of the International Union of Biological Science’s Commission for Biological Education (USA).

• 1 Five decades of science education in Singapore.- 2 Design and Implementation of the National Primary Science Curriculum: A Partnership Approach in Singapore.- 3 Transforming science education by expanding teacher and student collaboration.- 4 Teachers’ ideas and concerns with assessment practices in inquiry science.- 5 The development and implementation of a guided-inquiry curriculum for secondary school physics.- 6 From transmission to inquiry: Influence of curriculum demands on in-service teachers’ perception of science as inquiry.- 7 Teaching inquiry: Global influences and local responses.- 8 Transiting into inquiry science practice: Tales from a primary school.- 9 Science education in a straightjacket: The interplay of people, policies, and place in an East-Asian developmental state.- 10 Implementing inquiry science with knowledge creation approaches.- 11 Using inquiry to facilitate meaningful learning in inorganic chemistry qualitative analysis.- 12 Bridging research, policy, and practice of inquiry in Singaporean classrooms.- 13 Knowledge building as a boundary object in formal/informal learning.- 14 Science Centre Singapore as an alternate classroom.- 15 Public education about science in Singapore: The role of science journalism via newspapers.- 16 Learning science through inquiry in informal contexts.