Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education symposium
23 November 2017 – 24 November 2017
9am to 5pm
Sponsored by Research for Educational Impact (REDI) in conjunction with the STEME Research Group.
The symposium will focus on practical and theoretical aspects of research methodology.
It follows the highly successful symposia held annually from 1993 to 2005 and again from 2010 to 2017, in which methodological techniques and issues (such as socio-cultural perspectives, productive use of quantitative data, collaborative practitioner research designs, analysing discourse) have been discussed in a lively, informal setting.
It is expected that academic researchers and higher degree by research students will gain from the symposium. Please encourage your research students to come even if you cannot attend.
Amanda Berry, Monash University
The Challenges of Capturing and Analysing Science Teachers' Knowledge of Practice
Amanda Berry is a Professor in Education at Monash University. Amanda’s program of research focuses on teacher knowledge development and how that knowledge is shaped and articulated through teacher preparation, beginning teaching and continuing learning.
Amanda has been involved in many research projects focused on innovations designed to address the quality of teacher professional learning and to enhance science teaching and learning in schools and universities, and her work has been taken up and used by researchers internationally. More recently, Amanda has begun to focus on the interdisciplinary connections between science and the other STEM subject domains, including how the key practices and ways of knowing of these different domains can be taught and learned in an integrated and meaningful way.
Vaughan Prain, Deakin University
Tracking disciplinary learning in interdisciplinary projects
Vaughan Prain has extensive experience researching innovative teaching and learning approaches in primary and secondary science.
He has focused particularly in recent years on students learning through engaging with representational affordances within and across visual, spatial, linguistic and embodied modes as they construct accounts of scientific processes and claims. This has led to increased interest in the conditions, tasks, and learning sequences that support student multi-modal and creative reasoning.
Thursday 23 November
|9.30am||The Challenges of Capturing and Analysing Science Teachers' Knowledge of Practice - Amanda Berry|
|1.30pm||Sessions two and three|
Friday 24 November
|9am||Tracking Disciplinary Learning in Interdisciplinary Projects - Vaughan Prain|
|1pm||Sessions five and six|
Date and time
Thursday 23 November 2017 to Friday 24 November
9am - 5pm
Level 12, Tower 2
727 Collins St, Melbourne
+61 3 924 46885