Overview
I am a Senior Lecturer in STEM (science) education in the Graduate School of Education. I joined Exeter in April 2022.
After a degree in chemistry, I qualified as a teacher and taught chemistry and science for 12 years in secondary schools in England, Spain and New Zealand.
In 2004-2005 I was awarded the Royal Society of Chemistry Schoolteacher Fellowship, to focus on writing teaching resources in up-to-date contexts. Following this I became a freelance education consultant, working for organisations such as the Royal Society of Chemistry, the Nuffield Foundation, Gatsby Science Enhancement Programme and SCORE (the Science Community Representing Education).
From 2012-2018 I held a Rosalind Driver Research Scholarship at King’s College London, researching the relationship between school mathematics and science education in the policy sphere and in schools. I taught on the PGCE courses at King’s College London and then the University of Oxford alongside completing my PhD.
My research interests include:
- Students’ use of mathematics within science
- Interdisciplinary work in schools
- The relationship between school science and other disciplines, particularly mathematics
- Chemistry education
- Science education policy and its impact on practice in schools
Qualifications
PhD Education The relationship between school science and mathematics education, King's College London
PGCE Science and Chemistry, University of Oxford
BSc (Hons) Chemistry, University of Southampton
Career
2020-2022 Wallingford School Teacher of science and chemistry
2013-2020 University of Oxford PGCE tutor
2012-2013 King's College London PGCE tutor
2004-2014 Royal Society of Chemistry Education consultant and writer
2007-2017 Catalyst magazine Chemistry editor
Freelance Science Education Consultant and writer
Gatsby Science Enhancement Programme Professional development lead
Didcot Girls' School KS3 science co-ordinator
Waitakere College, Auckland, New Zealand Teacher-in-charge chemistry
Caxton College, Valencia, Spain Head of chemistry
Cherwell School, Oxford Science teacher and Acting head of chemistry
Research group links
Research
Research interests
My research interests include:
- Students’ use of mathematics within science
- Interdisciplinary work in schools
- The relationship and overlap between school science and other disciplines, particularly mathematics
- Chemistry education
- Science and STEM education policy and its impact on practice in schools
Research networks
Authored Teaching resources
Wong, V. (2012). Olympic Composites for primary. London: Royal Society of Chemistry. http://www.rsc.org/learn-chemistry/resource/res00000866/olympic-composites-primary#!cmpid=CMP00000997
Wong, V. (2012) Olympic Composites. London: Royal Society of Chemistry. http://www.rsc.org/learn-chemistry/resource/res00000865/olympic-composites
Fullick, A., Hunt, A., Punter, J., Swinbank, E., Harden, H., Sang, D., & Wong, V. (2011). 21st Century Science: Science (Higher) (2nd ed.). Oxford: OUP.
Harden, H., Hunt, A., Lazonby, J., Lister, T., Shipton, M., Wong, V., & Warren, D. (2011). 21st Century Science: Chemistry (2nd ed.). Oxford: OUP.
Wong, V. et al (2011). 21st Century Science: Chemistry workbook (2nd ed.). Oxford: OUP.
Wong, V. et al (2011). 21st Century Science: Science and additional science (foundation) workbook (2nd ed.). Oxford: OUP.
Sang, D., Skinner, G. & Wong, V. (2009). The use of Catalyst magazine in the classroom. ASE Education in Science.
Wong, V. (2009). The chemistry of climate change 14-16. London: Royal Society of Chemistry. https://www.stem.org.uk/elibrary/resource/33885/the-chemistry-of-climate-change-14-16
Wong, V. (2009). The chemistry of climate change 16-18. London: Royal Society of Chemistry.https://www.stem.org.uk/system/files/elibrary-resources/legacy_files_migrated/28911-OptCompleteResource.pdf
Wong, V. (2006). Inspirational Chemistry - resources for modern curricula. London: Royal Society of Chemistry.
Catalyst magazine publications (published by Science Enhancement Programme, SEP)
https://www.stem.org.uk/catalyst
September 2007 Hydrogels; Try this - hydrogels; periodic table
November 2007 Try this - home button balance
February 2008 For debate: Food additives; Catalysts
September 2008 Careers in the pharmaceutical industry
November 2008 For debate: fluoride in drinking water; Try this – iron in cornflakes
February 2009 A life in science: Stephen Kill
September 2009 Try this – indicators
November 2009 A life in science – Dorothy Hodgkin
April 2010 Biomimetics
October 2010 Make your own elastic band
February 2011 Chemistry of the Nobel Gases
April 2011 Try this – make your own cloud; Try this – make your own spectroscope
October 2011 Power from potato peelings; The sand beneath your feet; Try this – make your own ‘lava lamp’
December 2011 Jewellery metals; Try this – pouring a gas
February 2012 The kilogram; A life in science – Marie Curie
December 2012 A life in science - Alison Foster
February 2013 Try this – eating chocolate
April 2013 This this – ice, water, steam
December 2013 Try this – ice cream without a freezer
October 2014 A life in science – Stephanie Kwolek ; Chemistry and paint ; Try this – chemistry of salt water
February 2015 Try this – water movement in potatoes
February 2016 Discovering new elements
April 2016 Dmitri Mendeleev and the periodic pattern; Try this - Make a non-Newtonian fluid; Try this – chemical reaction biscuits
October 2016 The bizarre world of high pressure chemistry; Try this – insulating ice cream; Healing of the ozone layer; Microplastics and the oceans
February 2017 Try this – chromatography; A life in science – Katherine Johnson
Publications
Key publications | Publications by category | Publications by year
Key publications
Wong V (2019). Authenticity, transition and mathematical competence: an exploration of the values and ideology underpinning an increase in the amount of mathematics in the science curriculum in England.
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION,
41(13), 1805-1826.
Author URL.
Wong V, Dillon JS (2019). ‘Voodoo maths’, asymmetric dependency and maths blame: Why collaboration between school science and mathematics teachers is so rare.
International Journal of Science Education Full text.
Wong V, Dillon J, King H (2016). STEM in England: meanings and motivations in the policy arena.
International Journal of Science Education,
38, 2346-2366.
Abstract:
STEM in England: meanings and motivations in the policy arena
STEM, an acronym for science, technology, engineering and mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose and underlying philosophy of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study’s contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation related to STEM initiatives together with semi-structured interviews with 21 key contributors to the science and mathematics education discourse in England. Using thematic analysis, recurring patterns were identified in the data. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger/advantage dichotomy to participation in STEM being perceived by the mathematics educators. Potential danger did not appear to be felt by science educators, possibly as science was perceived as dominant in STEM discourse. Broader early aims of the architects of the STEM agenda, including those of increasing diversity among STEM students, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all.
Abstract.
Full text.
Publications by category
Books
Wong V (2006).
Inspirational Chemistry Resources for Modern Curricula. London, Royal Society of Chemistry.
Abstract:
Inspirational Chemistry Resources for Modern Curricula
Abstract.
Journal articles
Wong V, Dillon J (2020). Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools.
Research in Science and Technological Education,
38(4), 396-416.
Abstract:
Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools
Background: There are frequent calls in the literature for school science and mathematics departments to collaborate, largely in response to perceived overlaps between the two subjects in the context of Science, Technology, Engineering and Mathematics (STEM). Yet few studies explore how such collaborations might work. This paper is unusual both in its focus on mathematics/science collaborations which have not arisen from a specific short-term intervention and in its focus on the views of practising teachers rather than policy-makers or curriculum developers. Purpose: We ask how and why collaborations get started and explore how mathematics and science departments actually work together in secondary (high) schools in England. We ask what some of the affordances and challenges are in both initiating and sustaining collaborative practice. Design and methods: Six schools were identified and visited and semi-structured interviews carried out with the 15 teachers most closely involved in collaborating, to explore their perspectives and insights. Results: the findings show that collaborations are possible, though they are challenging to sustain, and they can be approached in a number of ways. Mathematics/science collaboration can be a key site of professional learning for teachers, particularly about the ‘other’ curriculum. Informal conversations across departments were highly valued but tended to be between those with a well-established pre-existing relationship. While physical structures can promote collaboration, it needs strong support from senior leadership teams to both begin and continue. Conclusion: Contrary to the commonly espoused view that there are many overlaps between mathematics and science in school, it can be a significant challenge for teachers to find them. Collaboration is neither straightforward to begin nor to sustain. Researchers and policy-makers should thus be cautious about recommending collaboration as straightforward for science and mathematics teachers to adopt. These conclusions provide a major challenge to simplistic advocacy of STEM in schools.
Abstract.
Wong V, Ingram J (2020). Student teachers’ understanding of randomness. Proceedings of the British Society for Research into Learning Mathematics, 40:1
Wong V (2019). Authenticity, transition and mathematical competence: an exploration of the values and ideology underpinning an increase in the amount of mathematics in the science curriculum in England.
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION,
41(13), 1805-1826.
Author URL.
Wong V, Dillon JS (2019). ‘Voodoo maths’, asymmetric dependency and maths blame: Why collaboration between school science and mathematics teachers is so rare.
International Journal of Science Education Full text.
Wong V (2017). Variation in graphing practices between mathematics and science: implications for science teaching. School Science Review, 365, 109-109.
Wong V, Dillon J, King H (2016). STEM in England: meanings and motivations in the policy arena.
International Journal of Science Education,
38, 2346-2366.
Abstract:
STEM in England: meanings and motivations in the policy arena
STEM, an acronym for science, technology, engineering and mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose and underlying philosophy of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study’s contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation related to STEM initiatives together with semi-structured interviews with 21 key contributors to the science and mathematics education discourse in England. Using thematic analysis, recurring patterns were identified in the data. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger/advantage dichotomy to participation in STEM being perceived by the mathematics educators. Potential danger did not appear to be felt by science educators, possibly as science was perceived as dominant in STEM discourse. Broader early aims of the architects of the STEM agenda, including those of increasing diversity among STEM students, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all.
Abstract.
Full text.
Chapters
Wong V (2022). The periodic table. In Aston K (Ed)
Teaching Secondary Chemistry 3rd Edition, Hodder.
Abstract:
The periodic table
Abstract.
Wong V (2012). Combustion and Redox Reactions. In Taber K (Ed)
Teaching Secondary Chemistry, Hodder Education.
Abstract:
Combustion and Redox Reactions
Abstract.
Publications by year
2022
Wong V (2022). The periodic table. In Aston K (Ed)
Teaching Secondary Chemistry 3rd Edition, Hodder.
Abstract:
The periodic table
Abstract.
2020
Wong V, Dillon J (2020). Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools.
Research in Science and Technological Education,
38(4), 396-416.
Abstract:
Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools
Background: There are frequent calls in the literature for school science and mathematics departments to collaborate, largely in response to perceived overlaps between the two subjects in the context of Science, Technology, Engineering and Mathematics (STEM). Yet few studies explore how such collaborations might work. This paper is unusual both in its focus on mathematics/science collaborations which have not arisen from a specific short-term intervention and in its focus on the views of practising teachers rather than policy-makers or curriculum developers. Purpose: We ask how and why collaborations get started and explore how mathematics and science departments actually work together in secondary (high) schools in England. We ask what some of the affordances and challenges are in both initiating and sustaining collaborative practice. Design and methods: Six schools were identified and visited and semi-structured interviews carried out with the 15 teachers most closely involved in collaborating, to explore their perspectives and insights. Results: the findings show that collaborations are possible, though they are challenging to sustain, and they can be approached in a number of ways. Mathematics/science collaboration can be a key site of professional learning for teachers, particularly about the ‘other’ curriculum. Informal conversations across departments were highly valued but tended to be between those with a well-established pre-existing relationship. While physical structures can promote collaboration, it needs strong support from senior leadership teams to both begin and continue. Conclusion: Contrary to the commonly espoused view that there are many overlaps between mathematics and science in school, it can be a significant challenge for teachers to find them. Collaboration is neither straightforward to begin nor to sustain. Researchers and policy-makers should thus be cautious about recommending collaboration as straightforward for science and mathematics teachers to adopt. These conclusions provide a major challenge to simplistic advocacy of STEM in schools.
Abstract.
Wong V, Ingram J (2020). Student teachers’ understanding of randomness. Proceedings of the British Society for Research into Learning Mathematics, 40:1
2019
Wong V (2019). Authenticity, transition and mathematical competence: an exploration of the values and ideology underpinning an increase in the amount of mathematics in the science curriculum in England.
INTERNATIONAL JOURNAL OF SCIENCE EDUCATION,
41(13), 1805-1826.
Author URL.
Wong V, Dillon JS (2019). ‘Voodoo maths’, asymmetric dependency and maths blame: Why collaboration between school science and mathematics teachers is so rare.
International Journal of Science Education Full text.
2017
Wong V (2017). Variation in graphing practices between mathematics and science: implications for science teaching. School Science Review, 365, 109-109.
2016
Wong V, Dillon J, King H (2016). STEM in England: meanings and motivations in the policy arena.
International Journal of Science Education,
38, 2346-2366.
Abstract:
STEM in England: meanings and motivations in the policy arena
STEM, an acronym for science, technology, engineering and mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose and underlying philosophy of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study’s contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation related to STEM initiatives together with semi-structured interviews with 21 key contributors to the science and mathematics education discourse in England. Using thematic analysis, recurring patterns were identified in the data. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger/advantage dichotomy to participation in STEM being perceived by the mathematics educators. Potential danger did not appear to be felt by science educators, possibly as science was perceived as dominant in STEM discourse. Broader early aims of the architects of the STEM agenda, including those of increasing diversity among STEM students, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all.
Abstract.
Full text.
2012
Wong V (2012). Combustion and Redox Reactions. In Taber K (Ed)
Teaching Secondary Chemistry, Hodder Education.
Abstract:
Combustion and Redox Reactions
Abstract.
2006
Wong V (2006).
Inspirational Chemistry Resources for Modern Curricula. London, Royal Society of Chemistry.
Abstract:
Inspirational Chemistry Resources for Modern Curricula
Abstract.
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