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 …
ASERA 2015 Conference
The Australasian Science Education Research Association (ASERA) is an international organisation that holds an annual conference for researchers in science education. In 2015, the conference is being held at The University Club from June 30-July 3rd and is hosted by The University of Western Australia in Perth. We welcome papers on a broad range of topics related to science education from long-term members of ASERA, from new participants and particularly from research students.
The call for abstracts is open. Please follow the link to the ASERA 2015 Conference page for more detailed information regarding the call for abstracts, accommodation, registration and important dates.
Announcing the iSER 2014 World Conference
Science, Mathematics, and Technology Education in the 21st Century: Emerging Paradigms, Pedagogies, and Technologies
|When:||29 October – 2 November 2014|
|Organized by:||iSER – The International Society of Educational Research|
- Olive Chapman, University of Calgary, CANADA
- A. J. M. (Ton) de Jong, University of Twente, The NETHERLANDS
- Ingo Eilks, Universität Bremen, GERMANY
- Marcia C. Linn, University of California, Berkeley, USA
- Jonathan Osborne, Stanford University, USA
- Svein Sjøberg, University of Oslo, NORWAY
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?