The 14th Conference of the European Science Education Research Association (ESERA 2021) will be held in Braga, Portugal, from 30 August to 3 September.
The activities of ESERA include conferences every two years:
Title/theme of conference: Research, Practice and Collaboration in Science Education
The conference took place at Dublin City University, in Dublin, Ireland, on 21st -25th of August 2017 and was co-hosted by the two Irish STEM education research centers, CASTeL at Dublin City University and EPI-STEM at University of Limerick.
The keynote speakers of the conference were the following:
Angela Calabrese Barton
Angela Calabrese Barton is a professor in science and teacher education at Michigan State University in East Lansing, Michigan, United States. Her research focuses on the intersections of teaching and learning science with a particular emphasis on issues of equity and social justice. She has investigated youth learning and identity work across setting and over time, as young people move through the middle grades and into high school. She also works closely with teachers to design/adapt curriculum/pedagogy towards incorporating youths’ cultural knowledge and experiences as a part of science practice and discourse in learning environments. She has also designed and taught after school and community-based science and engineering programs for over two decades in homeless shelters and community organizations in different cities in the US. Such work has led to design approaches for integrating deep engagement in STEM knowledge and practice with youth agency in science and community. She takes a participatory design approach to all of her work, bringing in youth participants, parents, teachers and community staff in both research and development. She is a Fellow of the American Education Research Association, and also the former co-Editor of the Journal of Research in Science Teaching.
Paul Conway is a Professor of Teacher Education in the School of Education at the University of Limerick, Ireland where he is also Director of the Professional Diploma in Mathematics for Teaching (PDMT) in EPISTEM, National Centre for STEM Education at UL. The PDMT is a national initiative for “out of field” teachers of mathematics. His research focuses teacher learning and teacher education policy and has been funded by by a range of bodies including the Irish Research Council (Advanced Collaborative Research Award, 2012-13), National Council for Curriculum and Assessment (NCCA), National Council for Special Education (NCSE), Teaching Council, European Science Foundation (ESF), Irish Aid, Norwegian Research Council, Uwezo, Ohio Dept of Education, Department of Education and Skills (DES, Ireland). He is currently joint General Editor of Irish Educational Studies (Routledge) and on the editorial board of Teachers and Teaching: Theory and Practice has been a Visiting Scholar at the University of Western Australia, Michigan State University (2000-06) and Oxford University.
Emily’s work focuses on how people engage with and learn about science, with an emphasis on equity and social justice. My current research explores how to disrupt rather than reproduce social disadvantages in relation to science education, engagement and communication. Over the past 12 years I have carried out research on science learning and engagement in a variety of settings including science centres, museums, scientific societies, schools, community settings and zoos.
Eleni A. Kyza
Eleni A. Kyza is Associate Professor in Information Society with the Department of Communication and Internet Studies at the Cyprus University of Technology. During her Ph.D. studies in Learning Sciences she investigated reflective inquiry and students’ evidence-based scientific reasoning. She has a specialization in Cognitive Science, a master’s degree in Technology in Education, a B.Sc. in Education, with a concentration in Educational Media and Technology, and a Teacher’s Diploma. She is the program director of the master’s program “New Technologies for Communication and Learning” and she leads the Media, Cognition, and Learning Research Group.
With her collaborators, she has developed two inquiry learning software, which have been used in multiple inquiry research projects: the web-based, reflective inquiry, learning and teaching platform STOCHASMOS, which enabled the investigation of scaffolding to support middle school students’ scientific literacy practices and inquiry-based learning, and TraceReaders, an augmented reality platform for scaffolding students’ inquiry learning in informal contexts.
Her research interests focus on the investigation of computer-supported collaborative inquiry learning and the design of technology-enhanced learning environments at different levels of education to support motivated, meaningful and reflective practices. Her current research areas include: scaffolding inquiry learning in informal spaces using augmented reality technologies; collaborative learning; participatory design with teachers and students; and integrating learning in science with promoting active and responsible citizenship in young people.
Since 2008, Peter Labudde is head of the Research Center for Science and Technology Education, a group of 20 researchers, at the University of Applied Sciences and Arts Northwestern Switzerland FHNW. He has a PhD in Applied Physics, a MAS Teacher Diploma for upper secondary school, and a Habilitation in science education. During seven years he worked as a teacher in a Gymnasium, before becoming Vice Director (1988-2002) and then Director (2002-2008) of the Department of Higher Education at the University of Bern.
His research foci are learning and teaching processes in science education; international comparative studies in science education; evaluation (schools, CPD, teaching materials, instructional concepts); gender studies in math and science education; interdisciplinary science education; models of competence and standards in science education; development of teaching materials; pilot projects in the development of teaching and education; the relation between science education, schools, and education policy.
Title/theme of conference: Science Education Research for Evidence-based Teaching and Coherence in Learning
The conference took place at Nicosia, in Cyprus on 2nd-7th of September 2013.
The keynote speakers of the conference were the following:
Louise Archer is Professor of Sociology of Education in the Department of Education and Professional Studies, King's College London. Her research focuses on educational identities and inequalities, with particular reference to intersections of social class,'race'/ethnicity and gender. Her previous work has included studies on British Muslim pupils; working-class access to higher education, the minority ethnic middleclasses, urban youth and schooling and British-Chinese pupils' educational 'success'. She is currently director of the ASPIRES project (a 5 year longitudinal ESRC study on children's science and career aspirations, www.kcl.ac.uk/aspires) and lead coordinator of the Targeted Initiative on Science and Mathematics Education (TISME), a research programme funded by the ESRC in
partnership with the Institute of Physics, Gatsby Charitable Foundation and the Association for Science Education (www.tisme-scienceandmaths.org).
Hans E. Fischer
Hans E. Fischer is Professor of Physics Education at the University of Duisburg- Essen. He is also speaker of the DFGResearch Group Science Education (nwu) since 2003, and held a research professorship of the DFG between 2003 and 2011. Other posts he has held in recent years include: Member of the National Council of Experts on "increasing the efficiency of mathematics and science instruction"; Member of the Council of Experts on Science of the PISA project (OECD); Member of the Commission of the Conference of the Ministries of Education of Germany for Curriculum Development and Standards of Science Education; Head of the Centre of Teacher Education of the Universities Dortmund and Duisburg-Essen; Co-editor of the International Journal of Science Education (IJSE) and the Journal of Science Teacher Education (JSTE). His fields of research interest include physics education as part of teacher education, students’ physics competencies on all levels of the educational system, teacher education,quality of instruction and the development of qualitative and quantitative research designs and measuring instruments. Hans E. Fischer has numerous publications in journals, book chapters, and has made numerous invited talks across the years.
Andrée Tiberghien is currently "directrice de recherche émérite" au CNRS (UMR ICAR, University of Lyon, France). She obtained her Ph.D. in condensed matter physics from the University of Paris 6 in 1972. She started her research in science education with studies on students’ conceptions in several domains (electricity, heat-temperature, light). She has contributed for more than ten years to a research-development group of researchers and teachers to produce teaching resources and published research papers on the design based research of teaching resources. She is in charge of a database project on video recordings of teaching and training situations (ViSA). She serves on the Editorial Board of the International Journal of Science Education. Currently her research work is focused on science classroom practices and the evolution of student knowledge during teaching sequences. She is also involved in projects on assessment focused on student competencies and also on formative assessments in classrooms. She was a member of the science expert group of PISA 2006 and 2009. She is a member of the Science Expert group of PISA 2015.
Brian Hand is a Professor of Science Education in the College of Education at the University of Iowa. Before coming to University of Iowa, he was a Professor and Director of the Center for Excellence in Science and Mathematics Education at Iowa State University. To support his research on science literacy and writing he has received funding from the Australian Research Council, National Science Foundation, the US and Iowa Departments of Education. Hand served as a member of the International Reading Association expert panel for standards for middle school literacy coaches and presented at the recent series of national workshops sponsored by NSF/NSTA on Science Literacy. He has published extensively in the Journal of Research in Science Teaching, Science Education, Research in Science Education, and the International Journal of Science Education. He served, or currently serves, on the editorial board of the Science Education, International Journal of Science Education, Journal of Elementary Science Education, and Studies in Science Education, and is associate editor for Research in Science Education.
Title/theme of conference: Engaging Learners for Sustainable Future
The conference took place at Helsinki, in Finland on 31.8.2015 - 4.9.2015.
The keynote speakers of the conference were the following:
Ilka Parchmann is Professor for Chemistry Education at Kiel University and Head of the Department of Chemistry Education at the Leibniz Institute for Science and Mathematics Education, IPN, in Kiel. In June 2014, she was elected as Vice President for the areas of teacher education, knowledge transfer into education and public ('science oureach') and higher education at Kiel University.Prof. Parchmann has a teaching degree as a secondary school teacher for chemistry and biology, and a Phd in chemistry education. Her fields of interest in research and development focus on teacher education programs, measures to foster young talents in science, and context-based approaches for science education in regular classes and enrichment courses at school and in out-of-school settings. Until July 2014, she was Chair of the Division of Chemical Education and Moleculra Sciences, and she still is the chair of the German Association for Chemistry and Physics Education (GDCP). She is the editor of two teacher journals and active in different boards of educational programs and institutions.
Marianne Achiam (formerly Mortensen)
Marianne Achiam is an Associate Professor at the Department of Science Education, University of Copenhagen. She jas a MSc in Biology and a Phd in Science Education. Her research interests include didactic transpositions, or the ways in which science is transformed by educators and insitutions as it is taken from its original (research) context and taught in various educational contexts. Contexts of particular interest are out-of-school settings such as museums, science centres, zoos, aquaria, and botanical gardens.
Yrjö Engeström is Professor of Adult Education and Director of the Center for Activity Theory and Developmental Work Research at the University of Helsinki. He is also Professor of Communication at University of California, San Diego. He has a long history within the framework of cultural-historical activity theory and also as the main developer of this theory of ecpansive learning. He has studied transformations in work and organizations, combining micro level analysis of discourse and interaction with historical analysis and modelling of organizations, combining micro level analysis of discourse and interaction with historical analysis and modelling of organizations as activity systems working through developmental contradictions. Now he focuses especially on coconfiguration as a new way of organizing work, and expansive learning in multi-activity settings.
Noah Weeth Feinstein
Noah Weeth Feinstein a member of the faculty in the Departments of Curriculum & Instruction and Community & Environmental Sociology at the University of WisconsinMadison. His work explores the value of science in the social and political lives of non-scientist citizens. He is interested in identifying and developing social mechanisms, through which scientific institutions and practices can make societies more, rather than less, democratic, and he believes that some of those mechanisms are educational in nature. Feinstein's current projects focus on public engagement with science among parents of recently diagnosed autistic children, the contribution of learning (writ large) to climate change adaptation, the impact of changing scientific practices on scientist outreach, and the need for museums and science centers to forge better connections with their diverse communities.
Sibel Erduran is Professor of STEM Education at University of Limerick, Ireland where she is the Director of the National Centre for Excellence in Mathematics and Science Teaching and Learning. She is an Editor for International Journal of Science Education, Section Editor for Science Education and Associate Editor for Irish Educational Studies. Currently she serves as a Director on the IHPST Council and is Secretary of the Social Sciences Committee of the Royal Irish Academy. Previously, she acted as the NARST International Coordinator and served on the NSTA Research Committee. She has held Visiting Professorships at Kristianstad University, Sweden and Bogazici University, Turkey. Her research interests focus on the applications in science education of interdisciplinary perspectives on science, particularly the epistemic practices of science.
Norman G. Lederman
Norman G. Lederman is Chair and Distinguished Professor of Mathematics and Science Education at the Illinois Institute of Technology. Dr. Lederman received his Ph.D. in Science Education and he possesses MS degrees in both Biology and Secondary Education. He is internationally known for his research and scholarship on the development of students' and teachers' conceptions of nature of science and scientific inquiry. He is author or editor of 10 books and15 book chapters, published over 200 articles in professional journals, and made over 500 presentations at professional conferences around the world.Dr. Lederman is a former President of the National Association for Research in Science Teaching (NARST) and the Association for the Education of Teachers in Science (AETS, now known as ASTE). He has served as Director of Teacher Education for the National Science Teachers Association (NSTA). He has received the Illinois Outstanding Biology from the National Association of Biology Teachers and the Outstanding Mentor Award from AETS. Recently he has been named a Fellow of the American Association for the Advancement of Science and the American Educational Research Association, and has received the Distinguished Career Award from the National Association for Research in Science Teaching.
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