After a degree in chemistry, Vicky qualified as a science teacher and taught for 12 years in secondary schools in England, Spain and New Zealand. She worked for several years as an education consultant for organisations including the Royal Society, Royal Society of Chemistry and the Association for Science Education, writing teaching resources, writing and delivering professional development for teachers, and in education policy. Her PhD research was funded by a Rosalind Driver Research Scholarship. Her research interests include the relationship between school science and mathematics education, science curriculum policy, writing in science, practical work in science and teacher education.
Vicky Wong
Departmental Lecturer in Science Education
About me
Research
Books
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Fullick, A., Hunt, A., Punter, J., Swinbank, E., Harden, H., Sang, D., & Wong, V. (2011). Twenty First Century Science: GCSE Science Higher Student Book 2/E. OUP Oxford.
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Harden, H., Hunt, A., Lazonby, J., Lister, T., Shipton, M., Wong, V., & Warren, D. (2011). Twenty First Century Science: GCSE Chemistry Student Book 2/E. OUP Oxford.
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http://pubs.rsc.org/en/content/ebook/9780854043996#!divbookcontentWong, V. (2006). Inspirational Chemistry: resources for modern curricula. Royal Society of Chemistry.
Book chapters
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WONG, V., & Graham, L. (2024). Mathematics in the science curriculum. In L. Hetherington, L. Graham, & D. Moore (Eds.), Learning to teach science in the secondary school. Routledge.
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WONG, V., & CHILDS, A. (2024). Teaching chemistry. In L. Hetherington, L. Graham, & D. Moore (Eds.), Learning to teach science in the secondary school. Routledge.
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https://doi.org/10.4018/978-1-6684-5765-8.ch001WONG, V. (2023). Problematising integration in policy and practice. In B. Cavadas & N. Branco (Eds.), Handbook of research on interdisciplinarity between science and mathematics education. IGI Global.
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https://doi.org/10.4324/9781003137894-20Wong, V. (2022). Science and mathematics: The mathematical demands of science. In Debates in Science Education Second Edition (pp. 239-252).
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WONG, V. (2022). The Periodic table. In V. Kind & K. Aston (Eds.), ASE Science practice: Teaching Secondary Chemistry. Hodder.
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Wong, V., Brophy, J., & Dillon, J. (2012). Combustion and Redox Reactions. In K. Taber (Ed.), Teaching Secondary Chemistry 2nd edition (pp. 199-252). Hodder Education.
Journal articles
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https://doi.org/10.1080/09500693.2026.2733691Wong, V., & Hetherington, L. (2026). Science practical work as a signature pedagogy under threat: an ecological analysis of teacher agency and pedagogical change. International Journal of Science Education, 1-23.
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https://doi.org/10.1002/curj.70007Wong, V. (2026). Creativity, collaboration and conformity: Curriculum making and teacher motivation. Curriculum Journal, 37(2), 356-373.
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https://doi.org/10.1080/09500693.2025.2488399Wong, V., Fujita, T., Hill, A., & Ruffle, S. (2026). Patterns of student discourse in solving quantitative science problems. International Journal of Science Education, 48(9), 1373-1395.
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https://doi.org/10.1186/s40594-025-00552-4Dillon, J., & Wong, V. (2025). Learning from the past; thinking for the future: reflections on STEM and its integration in formal and informal settings. International Journal of Stem Education, 12(1).
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https://www.ase.org.uk/system/files/SSR-P_March_2023_06-11_Case_Studies.pdfWONG, V. (2024). Encouraging questioning. School Science Review, 104(387).
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WONG, V., & Ingram, J. (2020). Student teachers’ understanding of randomness. Proceedings of the British Society for Research into Learning Mathematics.
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https://doi.org/10.1080/09500693.2019.1641249Wong, 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.
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https://doi.org/10.1080/02635143.2019.1636024Wong, V., & Dillon, J. (2019). Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools. Research in Science & Technological Education, 38(4), 396-416.
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https://doi.org/10.1080/09500693.2019.1579945Wong, V., & Dillon, J. (2019). ‘Voodoo maths’, asymmetric dependency and maths blame: why collaboration between school science and mathematics teachers is so rare. International Journal of Science Education, 41(6), 782-802.
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https://ora.ox.ac.uk/objects/uuid:260aa70f-bacc-4b00-9a99-a54d7080f16aWong, V. (2017). Variation in graphing practices between mathematics and science: implications for science teaching. School Science Review.
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https://doi.org/10.1080/09500693.2016.1242818Wong, V., Dillon, J., & King, H. (2016). STEM in England: meanings and motivations in the policy arena. International Journal of Science Education, 38(15), 2346-2366.