Australasian Science Education Research Association
ABN 85 092 482 329
The Australian Science Education Research Association was established in 1970 and later became the Australasian Science Education Research Association Ltd. The aim of the association is to promote science education and science education research in all contexts and at all levels of education. The journal of the association Research in Science Education is published by Springer. Members of the Association receive the journal as part of their membership. More …
SAVE THE DATE
27–30 June 2017
Join us at the 2017 Australasian Science Education (ASERA) conference to be part of a collegial science education community in the beautiful city of Sydney, Australia.
ASERA has a proud history. ASERA is one the oldest and most highly regarded science education research associations in the world. Each year ASERA brings together science education researchers and educators to share ideas that change the nature and practices of science education.
The 48th annual ASERA Conference will be held at University of Technology Sydney, Australia from 27 June to 30 June 2017.
For more information visit here.
Expressions of Interest – Co-Editor In Chief of ‘Research In Science Education’
Expressions of interest are sought from very experienced science education academics with strong research profiles for the role of Co-Editor In Chief of ASERA’s journal ‘Research In Science Education (RISE)’. After 4 years of distinguished service Professor Deborah Corrigan is stepping down, and a co-Editor is sought to work with Associate Professor David Geelan and the Editorial Board.
The role involves setting policy and direction for RISE in consultation with the Editorial Board and the ASERA Board of Directors, and working with Springer, the publishers. It involves evaluating and assigning Associate Editors and reviewers for several hundred submitted manuscripts each year and working with the Assistant Editors and the publisher on production issues.
The Co-Editors are responsible for renewing and working with the Editorial Board, the Associate Editors and the panel of reviewers to ensure that manuscripts are reviewed at a very high standard and in a timely manner.
RISE is one of the top 3-4 journals in the world in the field of science education, with a rising Impact Factor, and an experienced person with considerable editorial and reviewing experience with RISE and other high quality science education journals is sought.
In the first instance please send a brief statement expressing interest to ASERA Managing Director – Professor Peter Aubusson at Peter.Aubusson@uts.edu.au by 2nd September, 2016.
Any enquiries can be directed to Co-Editor In Chief David Geelan at firstname.lastname@example.org.
Are you interested in pursuing a PhD in Science Education?
The Irish Research Council and SFI are co-funding scholarships in this area (details below). If you are interested in this area please contact Shane Bergin, School of Physics, Trinity College Dublin (email@example.com) or Colette Murphy, School of Education, Trinity College Dublin (firstname.lastname@example.org)
Science, Technology, Engineering and Mathematics (STEM) Education Postgraduate Scholarships
Statement of Themes:
Science Foundation Ireland (SFI) in partnership with the Irish Research Council (Council) invites applications for a Science, Technology, Engineering and Mathematics (STEM) Education Postgraduate Scholarship.
In 2012 SFI was given responsibility for implementing the Government’s national science, technology, engineering and mathematics (STEM) education and awareness programme – Discover Science & Engineering (DSE). More recently SFI’s remit has been extended with the passing by the Oireachtas of the Industrial Development (Science Foundation Ireland) (Amendment) 2013 Act. In this provision has been made for SFI to further enhance Ireland’s science awareness/outreach activities in science, technology, engineering and mathematics at primary and secondary education level as well as enhancing the Irish public awareness of the sciences.
How we teach STEM and engage students in the STEM learning is a key factor in increasing the numbers and the quality of students studying these subjects at third level. A STEM Education PhD programme is an integral component of the national STEM strategy. The overall goal of the PhD programme is to improve the country’s capacity to deliver effective STEM education across the education system but especially at primary and post-primary levels (STEM education issues span all levels of education and extend to the workplace and wider public engagement of adults).
Therefore, in line with its extended remit SFI, in partnership with the Council, will fund Scholarships undertaking research with an emphasis on the following:
1. The teaching, learning and assessment of STEM disciplines in primary schools – primary students require rich and engaging STEM learning experience that will provide a basis for an interest and understanding of STEM throughout their life-long learning experience (second level, third level, in-career and adult life). How can we enhance the learning experience in primary schools and support teacher continuous professional development in STEM disciplines?
2. The teaching, learning and assessment of STEM disciplines in Second Level schools. How we teach students and engage them in STEM learning in post-primary schools is a key component of increasing the numbers and the quality of students studying these subjects at third level. How can we deliver hands-on learning and science pedagogy that will engage students and develop the STEM skills needed in the economy?
3. STEM Career Influences – a number of factors are at play in influencing the subject choices in schools and third level course selection in the area of STEM undertaken by Post-primary students in Ireland. In order the increase the numbers of STEM students studying at third level, we need to have a better understanding of these factors and how they interact so that strategies could be implemented to promote and increase the uptake of STEM subjects at second and third level. As students negotiate the transitions in STEM education – primary/post-primary, Junior Cycle/Senior Cycle, Senior Cycle /HE – what factors are at play an in influencing the choices they make?
4. Enhancing the teaching and learning of STEM – How can we enhance the teaching and learning of STEM disciplines through the use of ICT? In general can we increase student understanding/learning through the use of digital and technology supports which complement learning experiences in classrooms?