Edna Tan

  • Assistant Professor
  • Teacher Education and Higher Education, UNCG
  • e_tan@uncg.edu
  • (336) 256-0422
  • 103-B Curry Building

**Education: Columbia University in the City of New York, Ph.D. in Science Education, December 2006--Teachers College, Columbia University, Masters in Science Education, Ed.M., May 2003-- Nanyang Technological University, National institute of Education, Postgraduate Diploma in Education, August 1998--National University of Singapore, School of Biological Sciences, Bachelor of Science Honors (second division upper) July 1997

There are 16 included publications by Edna Tan :

TitleDateViewsBrief Description
Creating hybrid spaces for engaging school science among urban middle school girls 2008 2162 The middle grades are a crucial time for girls in making decisions about how or if they want to follow science trajectories. In this article, the authors report on how urban middle school girls enact meaningful strategies of engagement in science cla...
Critically engaging engineering in place by localizing counternarratives in engineering design 2019 17 In this manuscript, we use the construct of critical epistemologies of place to frame our exploration of how to support engineering design among youth who have historically been marginalized from the domain, and its implications for educational setti...
Designing for Rightful Presence in STEM: The Role of Making Present Practices 2019 30 Opportunities to learn in consequential ways are shaped by the historicized injustices students encounter in relation to participation in STEM and schooling. In this article, it is argued that the construct of rightful presence, and the coconstructed...
Engineering for sustainable communities: Epistemic tools in support of equitable and consequential middle school engineering 2019 10 This study is focused on engineering for sustainable communities (EfSC) in three middle school classrooms. Three in-depth case studies are presented that explore how two related EfSC epistemic toolsets—(a) community engineering and ethnography tools ...
Framing equity through a closer examination of critical science agency 2019 9 Science for all has been touted as the primary path to equity in science education in the USA. We argue that without attention to the power imbalances that both create and sustain dominant views of science education; such an approach is not equity-or...
From peripheral to central, the story of Melanie’s metamorphosis in an urban middle school science class 2008 1653 Identity formation is a critical dimension of how and why students engage in science to varying degrees. In this paper, we use the lens of identity formation, and in particular identities in practice, to make sense of how and why Melanie, over the co...
Funds of Knowledge and Discourses and Hybrid Space 2009 5233 The findings reported on in this manuscript emerged from a design experiment conducted at a low-income urban middle school intended to support the teacher in incorporating pedagogical practices supportive of students‘ everyday knowledge and practices...
How do middle school girls of color develop STEM identities? Middle school girls’ participation in science activities and identification with STEM careers 2019 9 This study explores ways to support girls of color in forming their senses of selves in science, technology, engineering, and math (STEM) during the middle school years. Guided by social practice theory, we analyzed a large data set of survey respons...
Internalization of Aeromonas hydrophila by fish epithelial cells can be inhibited with a tyrosine kinase inhibitor 1998 2149 Aeromonas hydrophila is a Gram-negative bacterium that is pathogenic in fish, causing motile aeromonad septicaemia. It can enter (invade) fish cells, and survive as an intracellular parasite. The host-pathogen interaction and signal transduction path...
“It Changed Our Lives”: Activism, Science, and Greening the Community 2010 2265 Drawing upon critically oriented studies of science literacy and environmental justice, we posit a framework for activism in science education. To make our case, we share a set of narratives on how the River City Youth Club acquired a new green roof....
A Longitudinal Study of Equity-Oriented STEM-Rich Making Among Youth From Historically Marginalized Communities 2018 16 The maker movement has evoked interest for its role in breaking down barriers to STEM learning. However, few empirical studies document how youth are supported over time in STEM-rich making projects or their outcomes. This longitudinal critical ethno...
Towards Critical Justice: Exploring Intersectionality in Community-based STEM-rich Making with Youth from Non-dominant Communities 2018 66 We investigated how community ethnography as a pedagogy approach to STEM-rich making supported youth makers from two low-income urban communities engaged in sustained STEM-rich making towards making a difference in their communities. Data is drawn fr...
Transforming Science Learning and Student Participation in Sixth Grade Science: A Case Study of a Low-Income, Urban, Racial Minority Classroom 2009 3043 Recent criticisms of the goal of “science for all” with regard to minority students have alluded to the onerous culture of school science characterized by white, middle-class values that eschew personal everyday science experiences and nontraditional...
Twinning iterative design with community cultural wealth: Toward a locally-grounded, expansive maker culture 2019 7 Drawing upon critical justice studies and critical ethnographies in two community-centered makerspaces, we build an argument for how designing for expanded iterations that repeatedly draw from community cultural wealth, supported youth-makers and com...
Unpacking science for all through the lens of identities-in-practice: The stories of Amelia & Ginny 2008 1901 This manuscript reports on an ethnographic study of two Latina students who attended an urban middle school in a low-income community, and how they exhibit agency by purposefully authoring identities-in-practice that value nontraditional ways of know...
We Be Burnin'! Agency, Identity, and Science Learning 2010 4376 This article investigates the development of agency in science among low-income urban youth aged 10 to 14 as they participated in a voluntary year-round program on green energy technologies conducted at a local community club in a midwestern city. Fo...