Science, Technology & Mathematics Education
Research Themes for Science
We invite enquiries and applications for those looking to undertake research in aspects of science education, and in particular the following areas:
Language and interactions in the science classroom
Language is fundamentally at the core of teaching and learning. We have well developed interests in exploring language used in science classrooms, and the nature and quality of the interactions between teachers and students, and among students in science classrooms. We have particular expertise in exploring the role of dialogue in teaching and learning in science.
Teaching and learning science using ICT
We undertake classroom based research. We are particularly interested in integrating new technologies and resources into school science, and in projects looking to support collaborative learning and classroom dialogue using the interactive whiteboard in school science.
Constructivist and enquiry-based pedagogy in science
Constructivism has been a key referent for science education for some decades, and has been both adopted as recommended practice in many countries, and been the subject of extensive critique (for example by the direct instruction movement in the US). In part, this is because there are different versions of constructivism, drawing upon different philosophical and empirical traditions. Members of the group have engaged with the debates about constructivism in science education, and worked on projects where constructivist approaches, and, in particular, learning by enquiry in science, have informed pedagogy.
Conceptual learning and development in science
Learning in science is a key interest of members of the group. Our work has been informed both by an interest in cognition and cognitive development, and by consideration of the nature of scientific knowledge set out in the curriculum, and the way those concepts are understood by learners.
Science teacher preparation and development
Members of the group have extensive experience and research interests in both initial teacher preparation and supporting teacher continuing professional development. We are interested in how teachers are supported in their learning and professional development in various national contexts.
Gender issues and science education
The relationship of gender to science has been explored from many perspectives, and continues to be a matter both of intellectual interest, and of pragmatic importance - given the under-representation of females in some areas of scientific study and professional work in many national contexts. We are interested both in projects which look to explore the issue from particular perspectives, and in practical studies which look to address questions of access, recruitment, retention, bias and so on in specific educational contexts.
Scientific reasoning in children and adolescents
We are interested in the thinking patterns that children and young people have available and develop in scientific domains. Our interests include both how limitations on learner thinking should inform curriculum planning and teaching, and in pedagogies which might support the development of modes of thinking required for scientific understanding and work.
Teaching and learning the disciplines of science
Within science education there are areas of research concerned with the teaching and learning of specific science disciplines (astronomy, biology, chemistry, geology, physics), as well as teaching and learning of the nature of science ('how science works') informed by scholarship of the history and philosophy of science.We welcome applications from those wishing to research specific aspects of student learning and/or teaching in particular areas of science.