Dr Laura Barraza
|Position:||Senior Lecturer |
|Faculty or Division:||Faculty of Arts and Education|
|Department:||SoE Arts & Ed|
|Campus:||Melbourne Burwood Campus|
|Phone:||+61 3 924 46041 +61 3 924 46041|
I hold a PhD on Education from the University of Cambridge, United Kingdom (1997), and currently working as a full -time Senior Lecturer at Deakin University, Melbourne, Australia.
For the last 25 years I have dedicated my professional life to work on education in the fields of training, planning, designing and implementing educational programs, doing research in rural and urban contexts and more recently participating in decision making processes.
The main part of my work has been related to the fields of environmental and science education.
I have 25 years of teaching experience with students from different levels (primary, secondary, high-school, undergraduate and postgraduate). I have given over 75 courses and 85 conferences in academic events in 12 different countries. I have published over 75 different products including scientific articles, books, book chapters, manuals, non-scientific manuscripts, didactic materials and manuscripts in congress proceedings.
The general goal of my research has focused on the analysis of environmental knowledge, attitudes and perceptions of students, teachers and parents in different regions of Mexico, the United Kingdom and more recently in Australia. These studies have considered the effect of the different educational systems in the teaching and learning process of Mexican, English and Australian students.
Member of the International Affair Group for Environment and History.
Australian Association for Environmental Education (AAEE)
North American Association for Environmental Education (NAAEE)
National Association for Environmental Education, U.K (NAEE)
National Academy of Environmental Education (ANEA)
Australasian Science Education Research Association (ASERA)
Member of the National System of Researchers in Mexico since 1998
To actively encourage and foster good working relationships with work colleagues and the wider University staff, in order to contribute to the effective operation of the work group/area.
To get involved and represent my University and different level
Editorial member of:
International Journal of Environmental and Science Education.
Electronic International Journal of Environmental Education.
Socio scientific issues
Science and Environmental Sustainability
Contemporary Science Education
Subjects and units currently teaching
Science and Environmental Sustainability: Curriculum study. ESS441/741. Unit Chair.
Issues in Science and Environmental Education. ESS439. Unit Chair.
Science and Environmental Sustainability: Curriculum study. ESS442/742. Unit Chair.
Independent Project EES 499. Tutor.
Primary Science Education. EES340. Tutor.
Primary Science and Technology Education. EPS735. Tutor
Conferences and seminars
2013 – “How to teach and learn about sustainability at tertiary education?” Paper presented at the 7th World Environmental Education Congress (WEEC) held in Marrakech, Morocco. From June 9th -15th
2013 – “How to build Community Engagement through environmental education” Paper presented at the 7th World Environmental Education Congress (WEEC) held in Marrakech, Morocco. From June 9th -15th
2013 – “Environmental socio-scientific issues: a vehicle for political educ-acion?” Paper presented in collaboration with Laurence Simonneaux and Jean Simmoneaux at the 7th World Environmental Education Congress (WEEC) held in Marrakech, Morocco. From June 9th -15th
2012 "Childrens drawings of climate change and animals". Paper presented in collaboration with Edgar Caballero-Aspe and Dr. Grace Wong at the ASERA Conference in the Sunshine Coast, Australia,July 29th.
2011 Does it matter where and how we live?. Conference presented at the 2nd International Workshop on Sustainability and Natural Disasters, Florianopolis, Brazil. From 19th to 26th of November.
2011 Workshop: Key educational ideas to rebuild a community after experienced a natural disaster event. Presented in collaboration with Peter Hines at the 2nd International Workshop on Sustainability and Natural Disasters, Florianopolis, Brazil. From 19th to 26th of November.
2010 Symposium on Contemporary Approaches to Research in Mathematics, Science, Health and Environmental Education. Can science be taught to build a sustainable society? Deakin University, Melbourne, Aus. 25 26 of November.
2010 Workshop: Climate histories: communicating knowledge of environmental change (Stage 1). University of Cambridge, United Kingdom. 17th -18th of June.
2010 Teaching to build a sustainable society. Conference presented at the 2nd International School Congress: Natural Resources, Sustainability and Humanity, Braga, Portugal From 4th 8th of May.
2010 Climate Change: An adolescents View. Conference presented at the 2nd International School Congress: Natural Resources, Sustainability and Humanity, Braga, Portugal From 4th 8th of May
2009 Climate Change: an experience from indigenous youths. Conference presented at the 5th World Environmental Education Congress (WEEC)in Montreal, Canada, from May 10- 14th
Awards and prizes
1984. Distinction award. Bachelors degree. Science of Education. Universidad Panamericana, Mexico.
1987. Award of Distinction. Jersey Wildlife Preservation Trust, United Kingdom.
1998. Member of the National System of Researchers in Mexico (SNI)
2001. First Prize in the II National competition for designing didactic materials
2002. Member of the Education Committee of the Society for Conservation Biology
2002-2006. Member of the IUCN Commission on Education and Communication CEC
2004. Founder Member of the National Academy of Environmental Education
2006. Distinction award. Africam safari zoo and Latin-American society of zoo educators.
2006. National Distinction award in Conservation Education. Federal Government SEMARNAT.
2010. Design and delivery of the Switched on Secondary Science Professional Learning Program (SOSSPL). In collaboration with Hubber,P.(project leader), Chittleborough,G., Tytler, R., Campbell, C., and Jobling, W. Deakin University and Department of Education and Early Childhood Development, Victoria, Aus.
2011."Learning about Environmental Research in a context of Climate Change: An international Scholastic Interchange". Joint project with Dr. B. Bodenhorn. University of Cambridge, U.K. Funding by National Science Foundation (NSF).
2011-2012 Primary Science Specialist Professional Learning and Research program. In collaboration with Campbell, C., Chittleborough,G.,Hubber, P.,Tytler, R.,Jobling, W.,Cripps Clark, J. & Herbert,S. Deakin University and Department of Education and Early Childhood Development, Victoria, Aus.
2012.Children and teachers knowledge and understanding about Genetic modified organisms at primary level. Funding by the National Commission of Biosecurity and Genetic Modified Organisms and the National Institute of Ecology (INE) in Mexico.
2012."Climate change a representational focus approach: Children drawings and their understanding of Climate Change and Wildife". Joint project with Dr. Grace Wong. University of Heredia, Costa Rica and US Fish and Wildlife Service.
2012."Exploring socio-scientific issues through digital technologies: The impact of cultural factors between Australian and French students". Joint project with Olivier Morin, University of Lyon, France and Professor R. Tytler Deakin University.
2012."Children's conceptions and understanding about water. A representational focus approach. UNESCO/ Keizo obuchi Research fellowship Program. Joint Project with Prof. R. Tytler, Deakin University and Roberto Mendez, Tecnologico de Monterrey, Mexico.
2013 “Integrating scientific and cultural values in tsunami mitigation activities for local community in Padang”.
Funded by The Australian Indonesia Research Institute for Humanity and Development. Collaborative research with
MPA Siska Sasmita and MA Zikri Alhdi University Negri Padang, Indonesia.
Science education, perceptions, attitudes, and knowledge about the environment in different cultural settings.
Cognitive processes involved in the acquisition and incorporation of environmental knowledge.
Cultural, socioeconomic and political systems in environmental decision-making.
Indigenous knowledge, Environmental values and cultural heritage.
Teaching and learning processes on socio-scientific issues.
Designing and evaluating environmental education materials
Action research and participatory approaches.
The general goal of my research has focused on three main areas:
1.Cognitive processes involved in the acquisition and incorporation of environmental knowledge. This includes the analysis of environmental knowledge, attitudes and perceptions of students, teachers and parents in different regions of Mexico, the United Kingdom and recently Australia.
2.Science education, perceptions, attitudes, and knowledge about the environment in different cultural settings (e.g., rural/urban communities, protected natural areas, zoos, schools.
3.Participatory approaches and multiple methods in different learning settings. These studies have considered the effect of the different educational systems in the teaching and learning process. One mayor interest that I am exploring today is to find out how different or similar Australian children in schools are in relation to my previous research.
Morin, O; R. Tytler; L. Barraza; L.Simonneaux & J. Simonneaux. 2013. Cross cultural exchange to support reasoning about socio-scientific sustainability issues. Teaching Science Vol 59 (1): 16-22
Barraza, L & C. Castaño. 2012. Puede la enseñanza de la ciencia ayudar a construir una sociedad sostenible? Profesorado: Revista de Curriculum y formación del profesorado. Vol 16 (2):45-58
Ruíz-Mallén, I; L. Barraza; V. Reyes-García; B. Bodenhorn & M.P.Ceja-Adame. 2009. Contextualizing learning through the collective construction of an environmental education program. International Journal of Science Education 1-16
Ruiz Mallén,I.; L. Barraza & M.P. Ceja Adame. 2009 La educación para la sustentabilidad: análisis y perspectiva a partir de la experiencia de dos sistemas de bachillerato en comunidades rurales mexicanas. El Periplo Sustentable 16:139-167
López del Toro, P.; E. Andresen; L. Barraza y A. Estrada. 2009. Attitudes of shade-coffee farmers towards vertebrates and their ecological functions. Tropical Conservation Science 2(3):299-318
Ruíz-Mallén, I; L. Barraza; V. Reyes-García & B. Bodenhorn. 2009. School and Local Environmental Knowledge, what are the Links? A case study among indigenous adolescents in Oaxaca, Mexico. International Research in Geographical and Environmental Education 18 (2):82-96
Ruíz-Mallén, I; L. Barraza; B. Bodenhorn & V. Reyes-García. 2009. Evaluating the impact of an environmental education programme; an empirical study in Mexico. Environmental Education Research 15 (3):371-387
Barraza, L & I. Robottom. 2008. “Conservation education: Gaining representations of individuals’constructions of sustainability issues”. International Journal of Environmental and Science Education 3 (4): 1-9
Ruíz-Mallén, I & L. Barraza. 2008. Are young people from a successful forestry community well-Informed and interested in forest management? Journal Biological Education 42 (3):54-61
Ruíz-Mallén, I & L. Barraza. 2007. Environmental learning in adolescents from a Mexican community involved in forestry. Internacional Social Science Journal 189: 513 -524
Barraza, L. & I. Robottom. 2005. From ecological sciences to environmental education: A professional turning point. Themes in Education 6 (2):131-1413
Barraza, L & A. D. Cuarón. 2004. How values in education affect children's environmental knowledge. Journal of Biological Education 39(1): 18-23
Barraza, L & J. Pineda. 2003. Knowledge, perceptions and attitudes towards Forest Ecosystems among rural adolescents from Western Mexico. Unasylva 213 (54): 10-17
Barraza, L., A.M Duque-Aristizábal & G. Rebolledo. 2003. Environmental Education: from policy to practice. Environmental Education Research 9 (3): 347-357
Barraza, L & R.A. Walford. 2002. Environmental Education: A comparison between English and Mexican children. Environmental Education Research 8 (2):171-186
Barraza, L. 2001. Environmental attitudes start at home: Parents and their role in the development of values. International Journal of Environmental Education and Information 20 (4):239-256
Barraza, L. 2001. Environmental education in Mexican schools: A review at primary level. Journal of Environmental Education 32:31-36
Barraza, L. 2001. Perceptions of social and environmental problems by English and Mexican children. Canadian Journal of Environmental Education 6:139-157
Barraza, L. 1999.Children's drawings about the environment. Environmental Education Research 5(1): 49-66