Historically, science education research has been aligned with a collection of familiar topics and ideas: inquiry-based learning, conceptual understanding and research on multiple representations, to name a few. Today, science education research is considerably more varied. The scope of traditional journals has widened to include topics such as digital technologies, STEM, and equity and diversity. In addition, researchers are increasingly embracing interdisciplinarity, and are employing theoretical and methodological frameworks from other fields, such as computer science, sociology and linguistics, to understand the new and enduring problems in science education.
University College London is advertising for a Full Professor of Science Education.
Details are at https://atsv7.wcn.co.uk/search_engine/jobs.cgi?amNvZGU9MTg3OTc2NSZ2dF90ZW1wbGF0ZT05NjUmb3duZXI9NTA0MTE3OCZvd25lcnR5cGU9ZmFpciZicmFuZF9pZD0wJmpvYl9yZWZfY29kZT0xODc5NzY1JnBvc3RpbmdfY29kZT0yMjQ%3D&jcode=1879765&vt_template=965&owner=5041178&ownertype=fair&brand_id=0&job_ref_code=1879765&posting_code=224 or https://www.jobs.ac.uk/job/CJT266/professor-of-science-education for anyone interested in considering this.
It is with great sadness that I write to share the news that our dear friend and generous colleague Peter Fensham has passed away. At this stage, we do not have any further details to share, but we will do so as they become available.
As the founder of ASERA, Peter was instrumental in creating and sustaining the association as a rich and collegial space to share research, foster connections, and assist many of us to establish our careers.
The Austrian Educational Competence Centre for Biology (AECC Biology) at Vienna University conducts scientific research in the field of teaching and learning of Biology and seeks to fill the full position of a Post-Doc in Biology Education as soon as possible.
At Antwerp University (Belgium) there is a vacancy for a doctoral researcher in the field of science education and 'Nature of science’.
ENG: -philosophy-of-science-@-school" target="_blank" data-saferedirecturl="https://www.google.com/url?q=https://www.uantwerpen.be/en/jobs/vacancies/academic-staff/?q%3D1670%26descr%3DDoctoral-scholarship-holder-Educational-sciences-%E2%80%93-research-group-Didactica:-philosophy-of-science-@-school&source=gmail&;ust=1626696712951000&usg=AFQjCNEkN3S5oauuzmBcd1NL897pzRSlsQ">https://www.uantwerpen.be/en/jobs/vacancies/academic-staff/?q=1670&descr=Doctoral-scholarship-holder-Educational-sciences-%E2%80%93-research-group-Didactica:-philosophy-of-science-@-school
The Department of Science Education seeks applications for one position – either a tenure-track assistant professor or an associate professor – in science education research. The position is open from 1 November 2021 or as soon as possible thereafter.We are looking for candidates with documented research experience in relation to one or more of the following areas:
Tenure-track assistant Professor or Associate Professor in General higher science education
Digitalization of higher education
The Department of Science Education seeks applications for two positions with different profiles (see in link). The positions are at either tenure-track assistant professor or associate professor level. Candidates who are in doubt about which level of position (assistant or associate professor) to apply for are encouraged to apply for both levels. The two positions are open from February 1, 2022 or as soon as possible thereafter.
The ESERA Community is saddened to hear about the passing of Professor Audrey Msimanga, Head of School at the Witwatersrand University, South Africa. Professor Msimanga has been a long time member of ESERA, having participated in the summer school and attended many conferences. At the Bologna conference, she was part of a panel on multicultural science education and has co-authored a chapter in the upcoming ESERA book. Professor Hamsa Venkat, the SAARMSTE President has written the following obituary about the professional accomplishments of Professor Msimanga.
Humboldt State University is hosting the 2021 Sandra K. Abell Institute for Doctoral Students (SKAIDS) June 14-19, 2021. Sandra K. Abell, in whose tribute the institute is named, was Professor of Science Education and Director of the Science Education Center at the University of Missouri-Columbia, and a beloved mentor of science education doctoral students. The institute is sponsored by NARST, a worldwide organization for improving science teaching and learning through research.
Find more information here.
The successful candidate will be hosted at the Institute for Science Education and Communication (https://www.rug.nl/research/isec/) and will work on an EU-H2020 project (Outdoor Science Education for a Sustainable Future), which aims to examine the role of out-of-school science engagement in diverse contexts (e.g., community-settings, science cafes, science centres, science festivals, science/art events) on young people’s development of scientific literacy and scientific citizenship. Research in these areas includes, but is not limited to, topics related to science identity, scientific literacy, career aspirations, equitable science, diversifying science, gender issues, informal science and science communication.
The starting date is September 1, 2021 and the duration of the position is 30 months.
Are you looking for a fully-funded PhD in science education? If you are interested in incorporating Socio-scientific Issues (SSI) in science education and have a special interest in empowering teachers in evaluating SSI-based science lessons, this may be a PhD project for you.
International History, Philosophy and Science Teaching Group (IHPST) has organised webinars which are open to members. The first will take place in April and will be led by Professors Lena Hansson (Kristianstad University, Sweden) and Hagop Yacoubian (Lebanese American University, Lebanon) on the theme of “Nature of Science for Social Justice”. Further details can be found here.
Call for Papers
Journal of Research in Science Teaching
Special Issue: Community-driven Science: Evidence of and Implications for Equity, Justice, Science Learning, and Participation
Profound equity challenges persist in efforts to promote community engagement with science, with the intersecting effects of multiple pandemics - racial and economic injustice, COVID-19, and climate change, among others. A public distrust of science, the historical lack of inclusion of multiple voices and perspectives in decision-making around scientific issues and in the production of scientific understandings, a lack of transparency of how science is done, including insights into who controls the agenda, whose knowledge counts, and who benefits, all shape how or why communities may — or may not — engage in science and/or the scientific enterprise. Consequently, a significant divide exists between the scientific community and many members of local communities. This has impacts in both directions. Scientists do not necessarily understand the needs, interests, and knowledge of people and communities, nor have they typically been educated or encouraged to support community-engagement as part of their scientific efforts. Many different communities may not understand, trust or engage with the scientific enterprise, for historicized and self-protecting reasons. For example, communities of Color, and low-income communities have powerful historical reasons for this distrust, as these communities have been often ignored or oppressed by the scientific community in de-humanizing and harmful ways. The field of science education is both partly responsible for these problems but is also key to addressing them.
The goal of the special issue is to generate understandings of and discourses around the possibilities for community-driven science within science education contexts – what it is, what it looks like, what people learn, how it is practiced, and its implications for democratizing the knowledge, practice and discourses of science and science education. We use "community-driven science" as an umbrella term to call attention to the opportunities that people have, collectively, to engage with science, in their local contexts, in ways that position them as critical stakeholders in the processes and outcomes of science. While this is often termed “citizen science” or “community science,” we see community-driven science specifically as work in which stakeholders are involved in the scientific process from early on as co-owners of a research agenda that is for the wellbeing of the community and its members. This work can take many forms: from pre-service science teachers learning to use local environmental justice issues as contexts for learning (Varelas et al. 2017), to young people in a summer program collecting water quality data at their local creek and presenting to their city council (Ballard et al., 2017), to “fence-line” organizations using their own air monitoring samples to fight a chemical plant (Ottinger 2010), to youth organizing through STEM investigations to transform local injustices through place-based scientific inquiry (Morales-Doyle, 2017) and engineering design (Nazar et al., 2019). These examples encapsulate potential possibilities and historically embedded vulnerabilities of the communities in which this kind of work takes place. Specifically, community-driven science in immigrant and communities of Color recognizes their vulnerabilities with, towards, and of science, but also seeks to mobilize knowledge inherent in the community.
While a goal of this special issue is to develop deeper understandings of the variations in and possibilities for community-driven science, we offer an initial framing based on the literature. First and foremost, community-driven science is of and for the wellbeing of communities and their members. It involves a wide range of people –youth, adults, and/or combinations –working on questions and problems that are authentic to both the disciplines of science and to communities, where data generation and analysis can potentially lead to answering those questions or problems (Morales-Doyle, 2017). Science participation is of, within, and for communities (Calabrese Barton & Tan, 2010). Second, community-driven science supports participants in learning about science and community and the ways in which they intersect through the concerns at hand (Birmingham et al., 2017; van Wart et al., 2020).
These and many other efforts give rise to questions about equity- and justice-related concerns around community participation in science that the field of science education grapples with that we hope this special issue will examine: How can the ways in which communities may participate in and use science be integrated with science education approaches towards promoting more just social futures for all (Upadhyay et al., 2020)? Why or how should communities participate in science, especially given its inequitable history of participation and impact (Bang et al., 2016)? How might people be supported in their potential roles as users, producers and critics of science, in ways that center their local and cultural knowledge and practices? How may efforts to engage communities in science become more anti-racist? What are the implications of work on these issues for equity, justice, science teaching and learning, and participation? These questions shine light on how and why the field of science education may be concerned with understanding equity-centered approaches to community participation in science, especially in communities historically and unfairly silenced, and its impact on people’s learning and participation.
We invite a variety of manuscript types, and offer some questions for consideration that submitted manuscripts might address, though certainly should not be limited to:
The review process for the special issue will take place in two stages. In Stage 1, authors will submit an extended abstract that describes key dimensions of the proposed manuscript, including a summary of the manuscript’s approach (conceptual analysis, philosophical inquiry, quasi-experimental study, case study, historical analysis, etc.), as well as findings and implications. This extended abstract should not exceed 1,000 words. (References, tables and figures are not subject to the word limit.) The special issue guest editors will review the extended abstracts submitted in order to invite full manuscript submissions. The review will be guided by the potential of proposed manuscripts to be relevant, advance understanding of science teaching and learning, and have substantial impacts on the field, which are standard criteria for all JRST reviews. We solicit manuscripts based upon empirical data--qualitative, quantitative or both—situated in classrooms, communities and/or informal learning environments or that offer important theoretical or conceptual insights for the field of science education. In addition to these basic criteria, the guest editors will consider the extent to which manuscripts do one or more of the following: (1) extend the current work on community-driven science in science education in new directions, (2) introduce new perspectives, conceptual or methodological, from other fields to the corpus of science education literature on community-driven science, and (3) inform policy by connecting policy and community-driven science.
Heidi L. Ballard, University of California, Davis
Angela Calabrese Barton, University of Michigan
Bhaskar Upadhyay, University of Minnesota
Submission Deadline for Extended Abstracts: June 15, 2021
Issue Date for Manuscript Invitations: July 15, 2021
Submission Deadline for Invited Manuscripts: November 15, 2021
Submissions of both extended abstracts and manuscripts should follow the publication guidelines for the Journal of Research in Science Teaching and be submitted electronically to Manuscript Central (http://mc.manuscriptcentral.com/jrst). In the submission interface, Step 4: Details & Comments, select “Yes” for the Special Issue option, and then select “Community-Driven Science” as the special issue title.
For the Stage 1 submission of an Extended Abstract, (1) Leave BLANK the abstract text box found in submission Step 1: Type, Title and Abstract, and (2) Upload the Extended Abstract as a file in submission Step 5: File Upload, labeling it as a “Main Document” in the File Designation pull-down menu.
Ballard, H.L., Dixon, C.G. and Harris, E.M. (2017). Youth-focused citizen science: Examining the role of environmental science learning and agency for conservation. Biological Conservation, 208, 65-75. https://doi.org/10.1016/j.biocon.2016.05.024
Birmingham, D., Calabrese Barton, A., McDaniel, A., Jones, J., Turner, C., & Rogers, A. (2017). “But the science we do here matters”: Youth‐authored cases of consequential learning. Science Education, 101(5), 818-844. https://doi.org/10.1002/sce.21293
Bang, M., Faber, L., Gurneau, J., Marin, A., & Soto, C. (2016). Community-based design research: Learning across generations and strategic transformations of institutional relations toward axiological innovations. Mind, Culture, and Activity, 23(1), 28-41. http://doi.org/10.1080/10749039.2015.1087572
Calabrese Barton, A. & Tan, E. (2010). We be burnin: Agency, identity and learning in a green energy program. Journal of the Learning Sciences. 19(2), 187-229. https://doi.org/10.1080/10508400903530044
Morales‐Doyle, D. (2017). Justice‐centered science pedagogy: A catalyst for academic achievement and social transformation. Science Education, 101(6), 1034-1060. https://doi.org/10.1002/sce.21305
Nazar, C. R., Calabrese Barton, A., Morris, C., & Tan, E. (2019). Critically engaging engineering in place by localizing counternarratives in engineering design. Science Education, 103(3), 638-664. https://doi.org/10.1002/sce.21500
Ottinger, G. (2010). Buckets of resistance: Standards and the effectiveness of citizen science. Science, Technology, & Human Values, 35(2), 244–270. https://doi.org/10.1177/0162243909337121.
Upadhyay, B., Atwood, E., & Tharu, B. (2020). Actions for sociopolitical consciousness in a high school science class: A case study of ninth grade class with predominantly indigenous students. Journal of Research in Science Teaching, 57(7), 1119-1147. https://doi.org/10.1002/tea.21626
Van Wart, S., Lanouette, K., & Parikh, T. (2020). Third spaces for data science education using participatory digital mapping. Journal of the Learning Sciences, 29(1), 127–153. https://doi.org/10.1080/10508406.2019.1693378
Varelas, M., Morales‐Doyle, D., Raza, S., Segura, D., Canales, K., & Mitchener, C. (2018). Community organizations’ programming and the development of community science teachers. Science Education, 102(1), 60-84. https://doi.org/10.1002/sce.21321
Dear ESERA colleagues:
It is with a heavy heart that we write to you with the sad news of the passing of Norman G. Lederman. Norm passed on the morning of February 26, 2021 after a brief and unexpected illness. As always, his wife and partner, Judy Lederman was right by his side, as well as his stepchildren Abigail Bernier and Ben Sweeney. He and Judy had recently relocated from Chicago, Illinois to Rhode Island to be closer to family and continue their work in science education. Norm was 69. He embodied in his career the often-sought goal in our community of bridging the worlds of science teachers, science teacher educators, and science education researchers.
Dear ESERA member
This message is the ESERA 2019 conference first call for “EU STEM Education Projects Posters”.
A designated online room will provide posters of recent projects displayed for the whole event, offering the possibility to discuss ongoing research and foster connections among the community for new future projects.
Journal of Research in Science Teaching: Call for Editorial Board Members
We are seeking applications to fill 14 positions on the Editorial Board of the Journal of Research in Science Teaching (JRST).
This year, we especially invite applicants with strong methodological skills of all sorts, but particularly in quantitative, mixed methods, and design studies. We are also especially interested in those with expertise in informal education, emerging multilingual learners, scientific practices, equity, and STEM education in research on science education at higher education levels.
JRST is the official journal of NARST: A Worldwide Organization for Improving Science Teaching and Learning through Research. JRST publishes reports for science education researchers and practitioners on issues of science teaching and learning and science education policy. For JRST details, visit http://wileyonlinelibrary.com/journal/jrst.
The engagement of NARST members with the JRST Editorial Board is crucial for ensuring the quality and rigor of the peer review process. Each year, approximately one-third of the 40 Editorial Board member positions are open for new colleagues as outgoing board members conclude their service.
NARST members from our global community who are in good standing, and have published in a top-tier, refereed science education research journal, are eligible to apply for this scholarly service. The appointment is for a three-year term (2019-2022), contingent on performance. This year’s appointments begin in April 2021 and will end April 2024 (at the time of the NARST Annual Conference). Duties include providing timely, in-depth reviews of up to 10 manuscripts each year. NARST policy requires that Editorial Board members review each JRST manuscript assigned to them. All duties and communication are performed electronically using the ScholarOne Manuscripts™ system: https://mc.manuscriptcentral.com/jrst
To apply, please:
1) Prepare a single electronic document (pdf format preferred) containing:
- A one-page cover letter describing your research expertise.
- An abbreviated, 3-page vita that includes your current and past professional positions, institutional affiliation(s), contact information, publications in prominent refereed journals in science education, and prior editorial experiences.
2) Use your first and last names as the name of your document (e.g., Eva_Brown.pdf)
We look forward to receiving your application!
Troy Sadler & Felicia Moore Mensah, Co-Editors
Journal of Research in Science Teaching
The Department of Mathematics and Statistics in the College of Sciences and Mathematics (COSAM) at Auburn University invites applications for a tenure-track, 9-month position at the level of Assistant or Associate Professor, with research interests in the area of discipline-based education research (DBER). COSAM has recently hired DBER faculty in the Departments of Biological Sciences, Chemistry and Biochemistry, and Geosciences and is eager to grow the college DBER group.
A special issue of Science & Education Journal focusing on “Genetics and Identity” has just been published and guest edited by Brian Donovan and Ross Nehm. The special issue can be accessed at the following link:
The 2021 ESERA Summer School will be held in the city of Poznan, Poland from July 5th to July 9th hosted by the University of Adam Mickiewicz. The summer school sessions will take place in the Faculty of Biology at the Morasko Campus and Social events are planned for the Faculty of Educational Sciences.
“Why Trust Science and Science Education?”
Public debates around issues such as climate change and vaccination have put into question the public trust in science (Oreskes, 2019). Some science education researchers have adopted positions that science is fundamentally shaped by ideology (Mackenzie, Good, & Brown, 2014). The emerging lines of research in science and science education have been based on claims that science suffers from a systematic bias through sexism, racism, capitalism, colonialism and other ideological interests. The methodological approaches such as ethnomethodology, deconstructionism and critical theory have mediated the propagation of such lines of research along with showcasing of historical case studies of misuse of and abuse by science in society.
Journal of Research in Science Teaching announces the release of its special issue, Science Teaching, Learning, and Assessment with 21st Century, Cutting-Edge Digital Ecologies. The works in this special issue present excellent examples of recent developments in research on digital technologies and ecologies on science teaching, learning and assessment, highlighting their potential for transforming science education, as well as generate promising areas for future research.
Considering the ongoing Covid-19 pandemic and the related uncertainty around planning and travel, the ESERA Board has decided to hold an exclusively virtual conference. The dates of the conference (30th August to 3rd September 2021) remain the same. Further details including a call for papers will be announced in due course.
ESERA Executive Board
The ESERA Executive Board invites proposals from established science education research groups to host the ESERA 2023 Conference.
The ESERA Executive Board invites proposals from established science education research groups to host the ESERA 2022 Summer School.
to be awarded as soon as possible for a period of three years.
The holder of the scholarship will be part of the Physics Education Group at the Institute for Mathematics and Physics Education (IDMP) at the Leibniz University Hannover. The topic of this PhD work is “Formative Assessment in the Classroom supported by Machine Learning.”
IJSME 2022 Special Issue: Reading in Science and Mathematics Education
The editors invite you to submit an article for a special issue on "Reading in Science and Mathematics Education" focusing on topics related to, but not excluding, the following:
More information can be found at: https://www.springer.com/journal/10763/updates/18319338
ESERA has conducted a Virtual Doctoral Network (VDN) event from June 28th- July 4th.
Science, Technology, Engineering, and Mathematics (STEM) education curriculum and instructional design continuously undergo reforms that aim to prepare learners for the challenges of the 21st century (Hoeg & Bencze, 2017; Pietarinen, Pyhältö & Soini, 2017).
Dear Graduate Student,
This is an opportunity to discuss the process of the job search in light of the current situation and ask questions to prepare yourself for the future. The points of discussion include a) job-market experiences as a recent graduate student, current post-doc, and assistant professor; b) preparing for the interviewing process, creating a timeline and application materials; and c) applying for positions in teaching universities versus research universities.
Join us for the webinar on June 16, 2020, at 12 pm EST. Register at https://bit.ly/3gM2Hlz.
The event is open to all graduate students. Therefore, NARST membership is not required. Spread the word and follow us on Twitter using hashtags #NARSTGrads and #NARST2020.
In light of the continuing Covid-19 pandemic worldwide and the associated uncertainties regarding travel, the ESERA Board has decided that the next conference due to take place in Braga, Portugal from 30th August to 3rd September 2021 will take place in a hybrid fashion.
All doctoral students can register for free to attend the plenary presentations of ESERA Virtual Doctoral Network by June 5th. Please register at the following link:
We are pleased to inform you that the plenary presentations of the ESERA Virtual Doctoral Network will be open to all doctoral students to view live.
The Department of Science Education, Section for Science and Mathematics Education Research and Teaching (SMART), seeks an excellent scholar for a tenure-track position as assistant professor in higher education research.
A new vacancy for an Education Laboratory Coordinator is now open. You can find more information in the following link:
We are happy to offer a free Ph.D.-Course in qualitative methodologies in Science Education at the Department of Science Education, University of Copenhagen, November 16th – 20th 2020. And it is pleasure to present a list of international expert scholars as teachers:
The 25th Symposium on Chemistry and Science Education will continue a long tradition begun in 1981 with the first symposium on chemical education organized by Hans-Jürgen Schmidt. The upcoming symposium will be held for the first time at Ludwigsburg University of Education in 2020. The 2020 symposium is titled “Science education, culture and sustainability in the digital age”.
LUMAT Research Summer School will be held from 1–3.6.2020 in a beautiful venue by a lake in Espoo close to national Park Nuuksio – located nearby Helsinki, Finland in Hotel Nuuksio. First 25 registered participants will be included in the summer school. Register by 31.3 at the latest.
I am very sad to let you know that professor John K. Gilbert passed away unexpectedly on 9 February. As most of you will know, John has made an incredible contribution to research, practice and policy of science education over a period of more than 50 years.
A one-year, full-time position as a postdoctoral researcher in science communication is available at the University of Copenhagen, with the possibility of a one-year extension. The position starts on 1 May 2020, or as soon as possible thereafter. The position represents a strategic exploration of the interfaces between science communication research and ‘informal’ science education research.
A number of academies, societies and organisations will be distributing an Oxford University Press survey to members, member organisations, committees and Special Interest Groups canvassing views of experts to influence the PISA science programme – PISA is the world’s largest international education study, involving over half a million students across 80 countries. It assesses 15 year olds’ ability to use their reading, mathematics and science knowledge and skills to meet real-life challenges. It provides insights to governments and policy makers and is often a catalyst for change in education systems.
The NARST International Committee will be offering two doctoral students, up to 2,500USD each to participate in the European Science Education Research Association (ESERA) summer school.
The NARST International Committee will be offering one mentor scholarship (up to 500USD) for a NARST member to participate as a mentor at the European Science Education Research Association (ESERA) summer school 2020.
About Conference/Scope/Call for Papers :
"International Conference on Fuzzy Mathematical Analysis and Advances in Computational Mathematics (FMACAM-2020)." is organized by the Department of Mathematics, Ramanujan School of Mathematical Science, Pondicherry University and will be held during March 27-28, 2020. The primary objective of this Three day international conference is to bring together emerging researchers, eminent scientists and worldwide professionals associated with the field of fuzzy mathematics and advances in computational mathematics, and provide a high-quality forum for the discussion and dissemination of recent developments in the area. The conference includes plenary sessions and invited talks by eminent researchers and scientists in the field. Contributions describing original research are invited.
The NARST International Committee is offering travel scholarships to support the travel of PhD students and early-career scholars within six years of completion of their PhD to travel to the 2020 NARST Annual International Conference to be held March 15 – 18, 2020, in Portland, Oregon, USA. For the application form and additional information, please view the full announcement.
ESERA is offering travel awards of up to 1.000 euros each to support ESERA members who are currently enrolled in doctoral studies or who were awarded their doctorate after 1st January 2017 to travel to research venues.
For more information please follow the link. https://www.esera.org/phd-research/travel-fellowship
The Department of Mathematics and Science Education at the University of Georgia invites applications for a position as an Assistant Professor of Science Education to begin August 2020. The position is a tenure-track, academic year appointment with the possibility of summer employment.
The next ESERA Summer School will be held in the city of Oxford, England from June 28 to July 4th, 2020. It will be hosted jointly by the University of Oxford and Oxford Brookes University. The summer school sessions will take place in Lady Margaret Hall, Oxford. This is close to Norham Gardens where Oxford University Education department is located.
The Department of Science Education at the University of Copenhagen (https://www.ind.ku.dk/english/ ) is looking for a postdoc to focus on science teaching and learning in university laboratories. Application deadline: September 1st 2019. See full announcement here: https://jobportal.ku.dk/videnskabelige-stillinger/?show=149950
The postdoc’s duties will primarily include research within the project ‘Improving Quality of Laboratory Learning at University Level’ (IQ-Lab) which is a collaboration between Department of Science Education at the Faculty of Science and Department of Pharmacy at the Faculty of Health. A copy of the project description is available at https://iqlab.sites.ku.dk/project-description/
The third edition of the Educating the Educators conference series is now only a couple of months away and we are excited to present the program schedule to you! On October 7-8, 2019, researchers, teacher educators, STEM PD centres, policy makers and business representatives from around the world will gather at the University of Education in Freiburg, Germany, to help reshape the future of STEM education. This conference will provide an innovative space for fruitful exchanges around a common question of these diverse groups: how do we best scale up professional development (PD) in maths and science education?
The election poll of ESERA Executive Board is now open!
You should have received an email to vote.
The deadline for the Elections is 28th of August 2019.
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 3 years Professor Donna King is stepping down, and a co-Editor is sought to work with Associate Professor Ange Fitzgerald and the Editorial Board. 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.
Professor in Physics Education Research 2019-06-17
Department of Physics and Astronomy, Uppsala University, Sweden
Last application date: 2019-09-01
Full information here: https://www.physics.uu.se/aboutus/available-positions/?positionId=271492
The registration deadline for presenting authors for being inserted in the programme of the conference is June 10th.
Do not missed it!
RISE Call for Papers for a Special Issue: Analysing Science Classroom Discourse
The editors of RISE invite you to submit an article for this special edition focusing on the methodology of using discourse analysis in science classrooms. Articles could be a review; theoretical; empirical or comparative. Submission of abstract deadline is September 30, 2019.
we are pleased to invite you to the upcoming “Educating the Educators III” conference (ETE III) on approaches to scaling-up professional development in maths and science education. We expect about 200 researchers, policy-makers and practitioners from around the world.
The conference will take place on October 7-8, 2019 at the University of Education in Freiburg, Germany.
The registration is now open on https://icse.eu/educating-the-educators-iii/. Early bird registration is open till 4th June 2019.
Applications are invited for the position of Lecturer in Science Education Biology. This is an exciting opportunity to shape sector-leading provision for Moray House School of Education in the subject area of Teacher Education, mainly the field of Primary Education.
Applications are invited for the position of Teaching Fellow in Chemistry Education. This is an exciting opportunity to join a vibrant and expanding team shaping sector-leading provision for Moray House School of Education in the subject area of Science Education, specifically the field of Chemistry Education.
The deadline for the EARLY BIRD REGISTRATION is very close: you have until April 30th to finalize your registration and have a huge discount on the conference fee. Don't miss it!
Nature of STEM or Nature of S, T, E, M?
Investigating the Interdisciplinary Foundations and the Educational Applications of STEM
Science & Education Journal invites papers investigating the interdisciplinary underpinnings of STEM (short for science, technology, engineering and mathematics) and STEM education. The interdisciplinary underpinnings can include historical, philosophical and sociological approaches. In recent years there has been increasing emphasis on STEM education in international curriculum and policy documents (National Science and Technology Council, 2013; The Royal Society Science Policy Centre, 2014).
University of Jyväskylä, Finland, seeks an Associate Professor in Research on teaching and learning of mathematics and science (tenure track); see https://rekry.saima.fi/certiahome/open_job_view.html?did=5600&jc=13&id=00007181&lang=fi
Application deadline: May 31st, 2019
Date of event: 29th May 2019
Last Booking Date for this Event: 25th May 2019
Location: at King’s College London
Book on https://estore.kcl.ac.uk/conferences-and-events/academic-faculties/faculty-of-social-science-public-policy/school-of-education-communication-and-society/an-introduction-to-designbased-implementation-research-a-cited-workshop
If you would like to find out more about a new science education project called ‘Broadening Secondary School Science’ (BRaSSS), have a look at https://blogs.ucl.ac.uk/broadening-secondary-school-science.
CERN’s Communication, Education & Outreach Group is currently looking for two PhD students to support the Physics Education Research team at CERN, Geneva, Switzerland. The selected candidates will join CERN’s Teacher & Student Programmes section and focus on students’ interest and science identity in the framework of modern physics contexts and medical applications.
We are seeking applications to fill 14 positions on the Editorial Board of the Journal of Research in Science Teaching (JRST).
This year, we especially invite applicants with strong methodological skills of all sorts, but particularly in quantitative and design studies. We are also especially interested in those with expertise in the integration of engineering into K-12 science education, and in research on science education at higher education levels.
The NARST International Committee is pleased to announce a number of scholarships ranging from $300 - $1,200 for international students and early-career faculty/researchers to attend the 2019 NARST Annual Conference. NARST members studying or employed outside the U.S. are encouraged to apply by February 8, 2019.
Journal of Research in Science Teaching, Call for Papers: Science Teaching, Learning, and Assessment with 21st Century, Cutting-Edge Digital Ecologies.
24 January 2019 | Researchers at the University of Liverpool have collaborated with teachers and pupils to develop practical strategies for the teaching and learning of evolution.
Emeritus Professor Terry Russell and Dr Linda McGuigan worked with schools across the North West of England on the project, which was funded by the Nuffield Foundation. Practical outcomes include a curriculum ‘road map’ and a website to promote pupils’ evidence-based exchanges of ideas about evolution.
The deadline for the submission of proposals to ESERA2019 conference is on the 31st of January.
Please try to avoid a last minute submission that could create technical problems.
Two merit-based PhD scholarships are available for the holders to participate in a research project entitled ‘Using Immersive Virtual Reality to Enhance Students’ Science Visualisation’ (funded by the Australian Research Council Discovery Project scheme, DP190100160).
The Department of Science Education and the Department of Computer Science seeks an excellent scholar for a full professorship in digital education with joint appointment in the two departments – see the full announcement and apply before February 27, 2019 here: https://jobportal.ku.dk/videnskabelige-stillinger/?show=148641
A friendly reminder that the due date for graduate student scholars interested in the 2019 Sandra K. Abell Institute is Tuesday, January 15th at midnight. We will begin reviewing applications soon after.
All doctoral students are invited to apply for this prestigious opportunity to work with various scholars in the field.
You can find more detailed information on the Institute website here: https://www.mtsu.edu/tsec/SandraKAbell.php
This is the call for an invited symposium of the ESERA Special Interest Group Nr 4 Science|Environment|Health at ESERA 2019 in Bologna. (for more information about the SIG, see here).
The call is based on a paragraph of our latest SIG4 publication (for more, see here) that resulted from the SIG4 invited symposium at ESERA 2017 conference in Dublin.
There, we are writing:
Don’t Predict - Adapt
The interesting point about complexity is that it, in principle, does not allow for prediction. However, in most science oriented approaches, and, thus, also in health and science education, scientific prediction plays a prominent role and is the epistemological twin of scientific explanation. Actually, most health and environmental guidelines are based on scientific knowledge and ask for sound action based on predictions of “good” or “bad” outcomes. Thus, the “art of decision making” in complex contexts is to take scientific knowledge into account, but to interpret its meaning in terms of concrete complex contexts.
We are pleased to kindly ask colleagues to submit contributions that reflect on the question: How can science education help students to properly adapt in Science|Environment|Health contexts? All types of contributions, such as empirical studies, literature reviews, but also theoretical approaches etc., are explicitly welcome, as long as they are soundly grounded in present science education research.
Please send us your proposals (200 words: introduction, research questions, method, results, discussion conclusion). We will then make a primary selection and create the final symposium which will be submitted to the ESERA review process.
Feel free to share this call with other colleagues and researchers that might be interested. We are looking forward to receiving your submissions.
The ESERA SIG4 co-coordinators
Albert Zeyer, Bern University of Applied Sciences (CH)
Alla Keselman, National Library of Medicine (US)
The conference “Teaching Science and Mathematics in Culturally and Linguistically Diverse Settings” aims to bring together researchers, practitioners and stakeholders from around the world to discuss issues pertaining to the role of language and culture in STEM.
we are pleased to present to you the official call for proposals of the upcoming “Educating the Educators III” conference (ETE III) on approaches to scaling-up professional development in maths and science education.
SMU’s Caruth Institute for Engineering Education (CIEE) is seeking Post Doctoral Fellows. Fellows will work closely with the Executive Director Richard Duschl, CIEE staff, and CIEE affiliated faculty in the Lyle School of Engineering and Simmons School of Education who are participating in STEM education research, development, and/or outreach projects.
The Department of Science Education, University of Copenhagen, seeks an excellent scholar for a three-year position as associate professor in science teaching and learning in laboratories – see the full announcement and apply before December 16, 2018 here: https://jobportal.ku.dk/videnskabelige-stillinger/?show=148375