15

Jun2021

The open access journal Education Sciences is launching a new Special Issue entitled “Languages and Literacies in Science Education”. Interested authors are invited to submit an article from now till 30 June 2022. For more information, please visit: https://www.mdpi.com/journal/education/special_issues/languages_and_literacies_in_science_education

06

May2021

Ideas & pathways to Impact Policy, Research & Practice

By: Dr. Altaf Qadeer

 

In the expanding universe of INTERNET

Freedom for all to share the feelings of learning in some form of data

COGNITIVE JUSTICE Inspiring creativity of all

 

Meta Collective Intelligence

SUCCESS SUSTAINING PATHWAYS

 

Multilingual power of the world - a pathway to mutual understanding

 

How creativity enriched education can inspire to make inventions and improve the economic growth of a country

 

How creativity can be a driving force to energize our curriculum and learning environment

 

Inner and outer interactions in the journey of learning

 

{ citizen science } + { education} = citizen education science

 

Human individual and collective mind power can benefit from the combined enrichment of fields— economics, education, creativity, making inventions, multilingual education, citizen education science, psychology of success, international development

 

 Please click on:

https://onedrive.live.com/?authkey=%21AMRqv9B7gtYCUnY&cid=BF15A67314F19523&id=BF15A67314F19523%21154&parId=root&o=OneUp

email:

This email address is being protected from spambots. You need JavaScript enabled to view it. 

 

 

email:
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23

Mar2021

 

                                                                                    Citizen Education Science 

                                                                      Art of Education   Science of Learning 

                                                                              Everyone has data of some type

                                                                           Giving voice to everyone in learning

                                                                             Date of publication  April 7, 2020

Read more

13

Mar2021

Dit is een heel interessant wereldevenement waar je ongetwijfeld van zult genieten, want iedereen houdt van gokken. Alle nuttige informatie vind je op onze site. We verheugen ons op uw komst en hopen dat u deze stap zult zetten.
13

Mar2021

The International Research Group on Physics Teaching - GIREP [Groupe International de Recherche sur l'Enseignement de la Physique], together EPS-PEd and MPTL and the University of Malta, Faculty of Education and Faculty of Science wish to invite you to an event that they have been preparing and working on for some time. The event is entitled 'Physics Teacher Education - What matters?' Initially this event was planned to be an international seminar that was to take place in Malta between the 16th and 20th November 2020 but as a consequence of COVOD-19 it has been considered wiser to organise a webinar. This first international GIREP webinar will be held between Monday 16th and Wednesday 18th November 2020 between 2.00 pm and 5.00 pm (Central European Time). The main foci of this Webinar will be Initial Teacher Education [ITE] and Teachers’ Continuous Professional Development [CPD]. The format of the webinar will be the following:  only one keynote speech in plenary and short oral presentations by participants. Contributions will focus on the Webinar topics and will contribute to the discussions held in the Work group Discussion [WD]. The latter will consist of in-depth discussions in small groups of researchers and practitioners, led by WD leaders. Workgroup Discussion Webinar Topics are: ICT and Multimedia in Teacher Education [Initial and Further PD] [ii] Experiments and lab work in teacher education, [iii] Quantum Mechanics in Teaching and Learning physics, [iv] Formal, non-formal and informal aspects of physics education at primary level [v] Strategies for pre-service physics teacher education at all levels [vi] In-service teacher professional learning strategies This event will be a good opportunity for communities of physics educators from different countries to meet and share experiences as an international community of physics educators. You are invited to participate in this webinar by either by attending the webinar sessions or [ii] by submitting an abstract for an oral presentation in the webinar. Information about the logistics and themes of the webinar can be found in the website https://www.um.edu.mt/events/girep   Below please find some important Webinar dates: Registration for Webinar 2020 opens: 01 June 2020  Abstract Submission Deadline: 15 September 2020  Notification of Acceptance: 15 October 2020  Registration Deadline and Fee: 05 November 2020 (12:00 CET)   Looking forward to meeting online, International Advisory Committee and Scientific Programme Committee
23

Sep2019

Associate Professor in science education with a focus on higher education Department of Mathematics and Science Education, Stockholm University, Sweden Last application date: Oct 31, 2019 Full information here: https://www.su.se/english/about/working-at-su/jobs?rmpage=job&rmjob=10117&rmlang=UK
16

Sep2019

Below your find the
- the minutes from the ESERA General Assembly 2019 here 

- the financial report and membership devdelopment 2019 here

- the financial audit 2019 here

24

Aug2019

A one-year, full-time position as a postdoctoral researcher is available at the Department of Science Education, University of Copenhagen, Denmark, with the possibility of a one-year extension. The position starts on December 1st, 2019, or as soon as possible thereafter.  

The postdoctoral position will be attached to the research group on Science Education in Out-of-School Contexts, which has strong working relationships with a number of Danish out-of-school science institutions. Members of the group work together to understand and improve the use of out-of-school science in primary, secondary and tertiary education, and increase participation in out-of-school science by increasing the gender, socio-economic and ethnic diversity among participants.

The research programme of the group is based on the Anthropological Theory of Didactics (ATD), meaning that its research revolves around the transformation of science as it is taken up from the world of scientists and other scholars, and subsequently reconstructed in the educational initiatives of out-of-school science institutions. The societal, institutional, pedagogical and didactical conditions that shape this transformation process are a part of the group’s area of study. More information on the research group and its programme is available here: https://outofschoolscience.sites.ku.dk

To read more about the requirements and how to apply, please see the full posting here: https://candidate.hr-manager.net/ApplicationInit.aspx/?cid=1307&departmentId=18969&ProjectId=149941&MediaId=5&SkipAdvertisement=false

Application deadline: August 18, 2019, 23.59pm CET  

24

Aug2019

University of Vienna: REWIRE The overall goal of the REinforcing Women In REsearch (REWIRE) COFUND Programme, a Marie Sklodowska Curie Actions COFUND project funded by the European Commission,  is to establish a support scheme for excellent postdoctoral female researchers to foster their scientific development, to nurture their expertise and to make a profound impact on their future careers. Applications in Physics Education Research are possible. Please contact Prof. Martin Hopf (This email address is being protected from spambots. You need JavaScript enabled to view it.) for further informations.
24

Aug2019

A one-year, full-time position as a postdoctoral researcher is available at the Department of Science Education, University of Copenhagen, with the possibility of a one-year extension. The position starts on December 1st, 2019, or as soon as possible thereafter.  

The postdoctoral position will be attached to the research group on Science Education in Out-of-School Contexts, which is one of seven research groups at the Department of Science Education. The research group has strong working relationships with a number of Danish out-of-school science institutions, and members of the group work together to understand and improve the use of out-of-school science in primary, secondary and tertiary education, and increase participation in out-of-school science by increasing the gender, socio-economic and ethnic diversity among participants.

The research programme of the group is based on the Anthropological Theory of Didactics (ATD), meaning that its research revolves around the transformation of science as it is taken up from the world of scientists and other scholars, and subsequently reconstructed in the educational initiatives of out-of-school science institutions. The societal, institutional, pedagogical and didactical conditions that shape this transformation process are a part of the group’s area of study.

To read more about the position and how to apply, please see https://jobportal.ku.dk/videnskabelige-stillinger/?show=149941

12

Aug2019

the EIROForum (consisting of research organisations such as CERN, ESA and more) wishes to to conduct an evaluation of their publication Science in School and its website  www.scienceinschool.org. In this context they invite ESERA members to respond to a survey which goes out to science teachers, educators and communicators.

The survey is live here, and takes less than 10 minutes to complete:

http://bit.ly/2GVC8tx

12

Jun2019

23

Apr2019

Open Call for a Special Issue on: Science and Mathematics Teacher Educators and their Professional Growth  The call can also be found at the IJSME website, click Call for Papers IJSME 2021 at https://www.springer.com/education+%26+language/mathematics+education/journal/10763. Submission InformationSubmissions will need to follow the Instructions for Authors found at the International Journal of Science and Mathematics Education (IJSME). Previously published manuscripts will not be considered for this special issue. Both empirical studies and theoretical papers are welcome. Manuscripts may focus on professional growth for mathematics or science teacher educators; however, manuscripts discussing both disciplines are especially encouraged.   Aim of the Issue The term "teacher educator" commonly refers to both those who educate prospective teachers and those who educate practicing teachers, that is, those who initiate, guide, and support teacher learning across the lifespan (Even 2008; Krainer & Llinares 2010). A few researchers have tried to identify a possible trajectory for developing a teacher educator's professional knowledge base (see Abell, Park Rogers, Hanuscin, Lee, & Gagnon, 2009) or have described what that knowledge base should be comprised of and what practices teacher educators need to learn and develop (see Berry & van Driel, 2012; Even, 2008; Kelchtermans, Smith & Vanderlinde 2017). Despite these efforts, there continues to be little research available on how to support the professional growth of mathematics and science teacher educators in their work with teachers. Therefore, the purpose of this special issue is to bring to light how researchers are working within and across the science and mathematics education communities to enhance teacher education by discussing important aspects regarding the professional growth of mathematics and science teacher educators. More specifically, what frameworks for professional growth are guiding our ideas about how to study teacher educators' learning and development, what models or programmatic experiences appear to be working well, and what common practices are occurring (perhaps even jointly) in science and mathematics education with respect to professional growth of teacher educators? Also needing consideration are what methodological approaches can best serve our collective inquiry into this area of research. These and other questions related to understanding how mathematics and science teacher educators develop their beliefs and competencies for teaching teachers, as well as how these educators are learning to grow their own practice, are encouraged for submission to this issue. To ensure prospective and practicing teachers are receiving quality educational experiences in their learning of how to teach science and mathematics, much research is still needed into the knowledge and practice of those educating teachers in these disciplines. This issue seeks to address this goal. Important Dates June 30, 2019 - Submission of proposed manuscript to This email address is being protected from spambots. You need JavaScript enabled to view it.. The Proposal should be no more than 1000 words (single-spaced, 1-inch margins, 12pt font), not including references, tables, figures. It needs to explain how the empirical study or theoretical paper relates to the purpose of the special issue and what contributions to the field are expected. Sept. 30, 2019 - Invitation for full-submission. This invitation does not guarantee publication. Dec. 31, 2019 - Full submission to the Springer online "Editorial Manager" system. Jan. 31, 2019 - Manuscripts sent out for peer-review. April 30, 2020 - Peer-review complete. June 30, 2020 - Articles selected and peer-feedback provided to authors. Sept. 30, 2020 - Final manuscript due. Early 2021 - Special issue published. Questions Please contact the guest co-editors of this special issue at This email address is being protected from spambots. You need JavaScript enabled to view it.  
08

Feb2019

The University of Copenhagen offers a free PhD course on content analysis in science and mathematics education. Participants will be introduced to examples and methods for content analysis as part of the research field of didactics of mathematics and science, with a special emphasis on praxeological analysis in the sense of the Anthropological Theory of the Didactic.

The course will consist of

  • Self-study of materials (original papers on epistemological and praxeological analyses in didactics) sent out before course start;
  • Interactive lectures (two every day, see teachers below);
  • Seminars with participants presenting and discussing their own epistemological analysis; and
  • Individual tutorials based on the 5-page papers the participants produce before course start.

As preparation for the course, participants are expected to

  • Read course material (about 100 pages of scientific papers),
  • Write a 5-page paper with content analysis pertaining to their own project,
  • Read written feedback from course teachers,
  • Prepare an oral presentation based on their own paper, and
  • Prepare feedback for other participants

The criteria for assessment are that the initial paper authored by each participant (submitted no later than the 1st of October) draws significantly on the course materials, and that the oral presentation also draws on feedback from the course teachers. The 30 minute oral presentations conclude the assessment of the participant.

Subject area

The emphasis will be on content analysis (also called epistemological analysis) in various kinds of didactics research; this includes design-oriented research, praxeologies and praxeological reference models of science and mathematical content, in a variety of education settings including classrooms, laboratories, exhibitions and other designed environments.

The course is offered by the Department of Science Education, University of Copenhagen, Denmark, on Oct 21st – 25th 2019 (full time). Registration is free of charge. Participants are required to cover costs pertaining to travel, room and board. Read more and enrol at https://phdcourses.ku.dk/detailkursus.aspx?id=105887&sitepath=NAT

23

Oct2018

ISEC (Institute for Science Education and Communication) at the University of Groningen (Netherlands) offers a 4 years post-doctoral position for research (70%) and teaching (30%) in physics or mathematics courses at university level. Candidates should have acquired a PhD degree not longer than 3 years ago, and need a strong background in mathematics or physics.  For more information see: https://www.rug.nl/about-us/work-with-us/job-opportunities/overview?details=00347-02S0006N5P
04

Jun2018

Datum 22.–23. Juni 2018 Veranstalter Deutsche Gesellschaft für Geschichte und Theorie der Biologie e. V. mit Unterstützung des Thüringer Instituts für Lehrerfortbildung, Lehrplanentwicklung und Medien (ThILLM) sowie des Landesverbands Thüringen des Verbandes Biologie, Biowissenschaften und Biomedizin (VBIO) Ort Friedrich-Schiller-Universität Jena Institut für Zoologie und Evolutionsforschung / AG Biologiedidaktik Großer Hörsaal Zoologie Erbertstraße 1 07743 Jena Anmeldung erbeten bis zum 7. Juni 2018 Auf ihrer diesjährigen 27. Jahrestagung wendet sich die Deutsche Gesellschaft für Geschichte und Theorie der Biologie e. V. vom 22. Juni bis zum 23. Juni 2018 in Jena dem Themenkomplex Biologie und Bildung zu. Unser modernes Weltbild wird wesentlich durch naturwissenschaftliches Denken bestimmt: In dieser Welt zurechtzukommen bedarf einer Grundbildung und der Bereitschaft, sich mit naturwissenschaftlichen Themen auseinanderzusetzen (Scientific Literacy). Biologische Bildung – als ein Teil des Wissensbestandes der Menschheit – bietet die Möglichkeit, Bereiche der Wirklichkeit zu verstehen und kausal erklärbar zu machen. Dabei entscheidet biologisches Wissen ganz wesentlich über Fragen der Gegenwart und Zukunft, bietet Orientierung in einer durch Naturwissenschaften und Technik geprägten Welt, bindet an die Natur und fördert einen verantwortungsvollen Umgang mit den Organismen (Thüringer Bildungsplan 2017). In der Geschichte der biologischen Disziplinen treten die Verflechtungen zwischen fachlicher Ausbildung und dem sozialen bzw. politischen Gefüge besonders klar in Erscheinung. Dieses Wechselspiel wird an den (bis heute anhaltenden) Auseinandersetzungen um Lehrpläne im Fach Biologie, besonders in Verbindung mit einzelnen Unterrichtsgegenständen deutlich: Die Probleme bei der Einbindung der Darwin’schen Entwicklungslehre im 19. Jahrhundert (Lippstädter Fall), die zwei Dutzend Verhandlungen vor amerikanischen Gerichten, die zwischen 1925 (Thomas Scopes) und 2005 über den Stellenwert der Evolution im Schulunterricht entschieden, und nicht zuletzt die kürzlich erfolgte Streichung der Evolutionsbiologie von den Lehrplänen türkischer Schulen verdeutlichen, welche Bedeutung dem Themenkomplex Biologie und Bildung beigemessen werden muss. Die historiographische Perspektive auf die Didaktik und Methodik des Biologieunterrichts und die Auseinandersetzung mit den zeitgenössischen Bildungsmedien, wie Sammlungen, deren Systematik, Produktion und Verwendung, zeigt denn nicht nur Brüche und Kontinuitäten in den biologischen Wissenschaften, sondern auch solche in Gesellschaft und Politik. Sie sind herzlich eingeladen, unsere Tagung zu besuchen! Bitte beachten Sie neben dem nachstehenden Programm auch die unten aufgeführten Hinweise zur Anmeldung und Tagungsgebühr, zur Anerkennung als Lehrer*innenfortbildung, sowie die kleineren organisatorischen Hinweise zum Tagungsort und zur Anreise am Ende dieser Seite. Den vorausgehenden Call for Papers finden Sie hier.

25

Apr2018

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, October 22th-26th 2018. Registration is free of charge; participants are required to cover travel and accommodation expenses during the course

It is pleasure to present a list of International expert scholars as teachers:

 

Lecturers

Professor Michael J. Reiss, University College London
Professor Angela Calabrese Barton, Michigan State University
Professor Anna Danielsson, Uppsala University
Associate Professor Henriette Holmegaard, University of Copenhagen 
Associate Professor Lene Møller Madsen, University of Copenhagen

 

Course description

Science education research has previously been dominated by a quantitative regime applied by science researchers. However, the use of qualitative methods has gained momentum and belongs to a growing area within the field. The area is growing both because the field of science education are moving towards asking explorative questions as why and how (as for example why do young people struggle to see themselves in science) but also because the cross-disciplinary field of science education draws on both natural science knowledge and theories and methodologies from social science and the humanities. Hence, doctoral students within science education research are working in a cross-disciplinary field with no clear traditions or guidelines of how to design qualitative studies.

This course addresses these challenges by offering an in-depth hands on exploration of qualitative methods within the field of science education. It will provide tools, knowledge and guidelines to the doctoral students in general and more particular support the doctoral students in developing their own methodologies. The course focuses specifically on the use of qualitative methods in science education, why doctoral students within science education research will have first priority. However, it will also include issues related to educational research in general, why students from related research areas as educational research in general are encouraged to apply as well.  The course will take place at the Department of Science Education, University of Copenhagen and it will last one full week (3 ECTS).

See more here: https://phdcourses.ku.dk/DetailKursus.aspx?id=105000&sitepath=NAT

 

Formel requirements

You must have started on your empirical part of your thesis. Sign up before 13th of August 2018. Please write to: This email address is being protected from spambots. You need JavaScript enabled to view it. to get admitted. Attach a description of your experiences and plans with using qualitative methods, and write how far you are in your Ph.D. Final acceptance will be given Monday 20th of August 2018

 

 

25

Apr2018

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, October 22th-26th 2018. Registration is free of charge; participants are required to cover any and all costs pertaining to travel, room and board during the course

It is a great pleasure to present a list of international expert scholars as course-teachers:

 

Lecturers

Professor Michael J. Reiss, University College London
Professor Angela Calabrese Barton, Michigan State University
Professor Anna Danielsson, Uppsala University Associate
Professor Henriette Holmegaard, University of Copenhagen 
Associate Professor Lene Møller Madsen, University of Copenhagen

Course description

Science education research has previously been dominated by a quantitative regime applied by science researchers. However, the use of qualitative methods has gained momentum and belongs to a growing area within the field. The area is growing both because the field of science education are moving towards asking explorative questions as why and how (as for example why do young people struggle to see themselves in science) but also because the cross-disciplinary field of science education draws on both natural science knowledge and theories and methodologies from social science and the humanities. Hence, doctoral students within science education research are working in a cross-disciplinary field with no clear traditions or guidelines of how to design qualitative studies. This course addresses these challenges by offering an in-depth exploration of qualitative methods within the field of science education. It will provide tools, knowledge and guidelines to the doctoral students in general and more particular support the doctoral students in developing their own methodologies. The course focuses specifically on the use of qualitative methods in science education, why doctoral students within science education research will have first priority. However, it will also include issues related to educational research in general, why students from related research areas as educational research in general are encouraged to apply as well.  The course will take place at the Department of Science Education, University of Copenhagen and it will last one full week (3 ECTS).

See more here: https://phdcourses.ku.dk/DetailKursus.aspx?id=105000&sitepath=NAT

Formel requirements

You must have started on your empirical part of your thesis. Sign up before 13th of August 2018. Please write to: This email address is being protected from spambots. You need JavaScript enabled to view it. to get admitted. Please describe your experience and plans with using qualitative methods and how far you are in your Ph.D. Final acceptance will be given Monday 20th of August 2018

 

 

20

Mar2018

MULTIPLE-NETS have a secret power! How? As the Nobel Laureate of this year (Physics 2017) mentioned:  "Huge discoveries are really the result of giant collaborations" Kip S. Thorne - Interview https://www.nobelprize.org/nob el_prizes/physics/laureates/20 17/thorne-interview.html   [And the Nobel Prize for Economics, one aspect: for linking psychology + economics] https://www.nobelprize.org/nobel_prizes/economic-sciences/laureates/2017/press.html “If you want to be smart like Einstein, it’s all about having the proper connections”                                                The Ultimate Guide (pg.69) Abdus Salam, a Nobel laureate in physics (1979) remarks:  “The history of science is the history of search for unifying concepts.”                                                                                   (Close, 2009) Think! How do we make connections between the various ideas, objects, number relations, conceptual frames, linguistic nets?  Book: Living in multiple nets Pathways to empower creativity   Altaf Qadeer Ph.D. Free access link to book: https://1drv.ms/b/s!AiOV8RRzphW_gRH9j6GFSs-ORTtu Forming Cognitive-nets & Social-nets can inspire creativity with the power of Cognitive Diversity   Making connections of various forms can lead to innovation, make discoveries and facilitate deep learning It is fascinating to explore how the first flash of an innovative idea can change in to a bright star. Student Portfolios of their creative work can be useful “What if we have a portfolio to see the changing patterns of their creativity from, for example, Grade 1 to Grade 8. The use of a creativity portfolio for mapping students’ framework from grade to grade (or through the yearly change of classes) can also provide useful data. The record of student’s creativity patterns can also guide students in many ways to re-frame, re-examine and re-define their growing potential. It is also a tool for discussing deep learning options and provides new possibilities for critical thinking. The framework can also be used for other formats of students’ work and mapping learning patterns.” ******** In our teaching and learning we make connections between a number of things (such as ideas, material objects, nets of numbers, nets of ideas, social-net, cognitive-net, internet and more), on the other hand there are many links made in our brains (neuron connections and more)—Is there any way to find if these connections made in the learning environment and in the inner world (Brain) have any effects on each other! An interdisciplinary study can provide data to compare. How can we inspire our education with interdisciplinary connectomes? Pathways to explore more with theory, research and practice! "Kids need to learn how to leap across disciplines because that is how breakthroughs now come about. It's interdisciplinary combinations- design and technology, mathematics and art—that produce youtube and myspace."        (TIME, December 18, 2006, page 34) Altaf Qadeer (Ph.D.) This email address is being protected from spambots. You need JavaScript enabled to view it. This email address is being protected from spambots. You need JavaScript enabled to view it. Toronto, Canada  

20

Mar2018

MULTIPLE-NETS have a secret power! How?

As the Nobel Laureate of this year (Physics 2017) mentioned:

 "Huge discoveries are really the result of giant collaborations"

Kip S. Thorne - Interview

https://www.nobelprize.org/nob el_prizes/physics/laureates/20 17/thorne-interview.html  

[And the Nobel Prize for Economics, one aspect: for linking psychology + economics]

https://www.nobelprize.org/nobel_prizes/economic-sciences/laureates/2017/press.html

“If you want to be smart like Einstein, it’s all about having the proper connections”                                               

The Brain The Ultimate Guide (pg.69)

Abdus Salam, a Nobel laureate in physics (1979) remarks:  

“The history of science is the history of search for unifying concepts.”                                                                                   

(Close, 2009)

Think! How do we make connections between the various ideas, objects, number relations, conceptual frames, linguistic nets?  

Book:

Living in multiple nets

Pathways to empower creativity  

Altaf Qadeer Ph.D.

Free access link to book:

https://1drv.ms/b/s!AiOV8RRzphW_gRH9j6GFSs-ORTtu

Forming Cognitive-nets & Social-nets can inspire creativity with the power of Cognitive Diversity  

Making connections of various forms can lead to innovation, make discoveries and facilitate deep learning

It is fascinating to explore how the first flash of an innovative idea can change in to a bright star.

Student Portfolios of their creative work can be useful

“What if we have a portfolio to see the changing patterns of their creativity from, for example, Grade 1 to Grade 8. The use of a creativity portfolio for mapping students’ framework from grade to grade (or through the yearly change of classes) can also provide useful data. The record of student’s creativity patterns can also guide students in many ways to re-frame, re-examine and re-define their growing potential. It is also a tool for discussing deep learning options and provides new possibilities for critical thinking. The framework can also be used for other formats of students’ work and mapping learning patterns.”

********

In our teaching and learning we make connections between a number of things (such as ideas, material objects, nets of numbers, nets of ideas, social-net, cognitive-net, internet and more), on the other hand there are many links made in our brains (neuron connections and more)—Is there any way to find if these connections made in the learning environment and in the inner world (Brain) have any effects on each other!

An interdisciplinary study can provide data to compare.

How can we inspire our education with interdisciplinary connectomes?

Pathways to explore more with theory, research and practice!

................................................................................................................................................

"Kids need to learn how to leap across disciplines because that is how breakthroughs now come about. It's interdisciplinary combinations- design and technology, mathematics and art—that produce youtube and myspace."       

 (TIME, December 18, 2006, page 34)

..................................................................................................................................................

Please click on:

https://www.lumat.fi/index.php/lumat-b/article/view/306

 

Altaf Qadeer (Ph.D.)

This email address is being protected from spambots. You need JavaScript enabled to view it.

This email address is being protected from spambots. You need JavaScript enabled to view it.

Toronto, Canada  

20

Mar2018

  Making connections or nets in our learning, teaching & research -   Science Education and Inspiring Creativity Pathways   ////////////////////////////////////////////////////////   Published in a journal: Engaging students and teachers in science and mathematics through pedagogical innovations  International Journal on Math, Science and Technology Education. LUMAT B  Vol 2 No 4 (2017) Page 44-54: Title: Designing a Teaching Framework With a Focus on Forming Multiple-nets to Map Student Creativity Patterns   https://www.lumat.fi/index.php/lumat-b   https://www.lumat.fi/index.php/lumat-b/article/view/306 ………………   Making connections and nets in our learning, teaching and research Pathways to inspire our concept formation and enrich creativity frameworks ……………… Deep learning, creativity, designing models for science fairs ……………… Forming cognitive-nets, social-nets, material-nets & multiple-nets can inspire creativity with the power of cognitive diversity  .................... Altaf Qadeer (Ph.D.)  A teacher and researcher in Canada This email address is being protected from spambots. You need JavaScript enabled to view it. This email address is being protected from spambots. You need JavaScript enabled to view it.  
20

Mar2018

A position as PhD Research Fellow connected to research on university level teaching and learning in physics is available at The Department of Physics, University of Oslo. Application deadline: April 15th, 2018. More information at https://www.jobbnorge.no/en/available-jobs/job/149479/phd-research-fellowship-in-physics-education.

19

Mar2018

Living in the Paradigm of Multiple Nets                               [A world of making connections, finding nets, exploring links]  The world of nets – inside our brain and in the outer world            (What is the relativity of nets? What are the links between the inner and the outer nets!) Living in the paradigm of multiple nets can re-frame, re-examine and re-define our theory, research and practice Few common examples (Many extensions can be compared) Subject 1 + Subject 2 = A New Field of Study Idea 1 + idea 2 à Leading to new levels of innovations (Or more than two combinations can also be observed) Linguistics + Computers = Computational Linguistics Quantum + Biology = Quantum Biology Linguistics + Palaeontology = Linguistic Palaeontology Social Processes + Neuroscience = Social Neuroscience Inventions by combining two technologies or two gadgets or more Car + Bike = Car Bike Cardboard + Bike = Card Board Bike Binary Math + Electronics = Computers Phone + Internet + Touch screen =? Neuro-links, social-links {reaching the new galaxies in the expanding universe of ideas} How various nets play a role in our learning & creativity? How does the interface of nets influence our lives? Nets of concepts Nets of associative links Nets of ideas Nets of subjects Nets of numbers Nets of communication Nets of social frames Nets of inventions Nets of personal skills  [An important paradigm to research- expanding insights and connections to our theory & practice in education/ related fields of study] Many groundbreaking discoveries and inventions were based on making some form of links & connections between the ideas and the objects. Inspiring, tracking, mapping our ways of making links between various ideas, certain objects & studying neurological links of inside and outside world can be of help in applying research and teaching models. "Kids need to learn how to leap across disciplines because that is how breakthroughs now come about. It's interdisciplinary combinations- design and technology, mathematics and art—that produce youtube and myspace."        (TIME, December 18, 2006, page 34)  Cognitive-net and grid patterns inside and outside worlds [Finding grid like diagrams of brain & making grids (or links) of ideas and linking theory, research & practice] The neuroscience research about the analysis of brain is also bringing new tools to enrich the psychological and educational pathways in this field (such as The Brain Targeted Teaching Model by: Mariale Hardiman; Mind, Brain & Education by: David A Sousa et al. 2010).   The importance of making neurological connections to enrich the functions of brain is explained by many studies. On the other hand the intriguing ways of making connections of ideas, connecting experimental indicators, connecting subjects and connecting the fields is also leading to the revolutionary ways of new era in science, math, technology, art (and more subjects). In the outer world the making of connections is mostly observable in the forms of connecting a number of ideas. Just a few examples include:   - Connecting the idea of space and time (pioneering groundbreaking theories) - Binary math and electronics to invent computer fields (connecting ideas) - Art, science, math, electronics and internet leading to YouTube - Subjects integrating to lead to new fields (cognitive science, quantum biology, computational linguistics, computational neuroscience) - Inventions by combining certain systems: connecting the idea of car and bike, and inventing Car-Bike, Wheelchair car, cardboard bicycle (the list is long) - Also noticed that students feel inspired to make their own inventions when provided opportunities to make connections and by showing them the examples of others to make inventions by making connections (cognitive-net and social-net)  - Almost all forms of learning & innovation has some form of making connections, nets and links The idea of making connections in the inner functions of brain and the outer world elements is leading to think of cognitive-net, social-net {nowadays also Internet} This research has interdisciplinary scope, neuroscientists, educators, cognitive scientists, psychologists, linguists etc.   In the year 2014- A Nobel Prize (for Medicine) was given for the  “discoveries of cells that constitute a positioning system in the brain". {Like an inner GPS in the brain}  https://www.nobelprize.org/nobel_prizes/medicine/laureates/2014/press.html A possible hypothesis to explore further: Making nets of ideas and the nets of subjects in our learning environment can also inspire unique and faster neural connections to facilitate our learning, innovation and understanding “highly regular grid like structures in the brain”,         A National Institute of Health study. Book “How to create a mind” by Ray Kurzweil Page 84 “The construction of stronger, more efficient networks (faster retrievals, greater transfer) in long-term memory is stimulated by repeated activation of the circuit, such that practice makes permanent.”                                                   Mind, Brain & Education. David Sousa [et al.] 2010. Page 58. ......................................   If an interdisciplinary research is conducted to highlight the intriguing factors of the outer world links and the inner world of neuroscience (understanding the process of making connections in the inside and outside worlds & inspire pathways for creativity), probably this idea (cognitive-net!) will have some enriched data to apply it in a number of ways. Some implications for psychology, education and other related fields with a vision to develop new fields of study are possible (cognitive-net & beyond). Perhaps it may enrich the way we work in various fields! HOW TO CREATE AND EXPLORE COGNITIVE-NET          A SECRET TO INSPIRE YOUR CREATIVITY Please check the link: https://onedrive.live.com/redir?resid=BF15A67314F19523!127&authkey=!AOcrt49xGgKjGHA&ithint=folder%2cpdf Cognitive-net Social-net Cognitive Journey Cognitive Diversity Intriguing ways to expand our mind range ………………………………… Some of these ideas were also presented in the STEM conference in Finland, June 7, 2016 (session 6):                                                        http://www.luma.fi/isse-2016/4222 Presentation- May 2017. Find details: www.luma.fi/lumat-2017 Forming Cognitive-nets & Social-nets can inspire creativity with the power of Cognitive Diversity …………………………………………………………………                              STEM and MBE STEM =   Science, Technology, Engineering, Math MBE   =   Mind, Brain & Education ................................................................................................................................................ Brain research education for all: The research in neuroscience and education can be shared with all countries using local languages to enrich our education / research / theory. ……………… MBE = Mind, Brain & Education [at Harvard University]: http://www.gse.harvard.edu/masters/mbe Some scholars also put emphasis on the dimension of culture (for example book: Networks of Mind), a forward thinking is to combine MBE + Culture and develop a program                                       MIND, BRAIN, EDUCATION & CULTURE = MBEC ……………….. Why we need to introduce research journals for children ? Introducing a simplified form of higher level research journals, (as we have children version of higher level encyclopaedias and dictionaries) This idea is published through Edumeres, please click on: http://repository.gei.de/bitstream/handle/11428/96/72239697X_2016_A.pdf?sequence=2&isAllowed=y (George Eckert Institute [GEI]  is well-known for textbook research) …………………. The economics, careers and cognitive-nets From IQ to EQ, MQ and BQ Are we going to look for “Interdisciplinary Quotient” as well?   The world of next generations of technology based automation will also make new combination of fields with new type of careers. Carl Benedikt Frey and Michael Osborne, of Oxford University, estimate that about 47% of the fields and occupations can be taken by Internet automation revolution, in a short period, possibly from one or two decades.   ( Carl Benedikt Frey and Michael A. Osborne have discussed this challenge in their paper The future of employment: How susceptible are jobs to computerisation, published on September 17, 2013. ) The field of education is emphasizing about EQ (Emotional Quotient), BQ (Body Quotient), MQ (Moral Quotient) along with more conventional IQ (Intelligence Quotient). Perhaps the next wave of social, economic and education needs will look for “Interdisciplinary Quotient.”    [Jobs with multiple links to STEM- the new trends have arrived] ………………… Math Learning (for students, parents, educators) http://www.mathies.ca/ …………………. Math for everyone VRETTA https://www.vretta.com/ (Please see the details and conditions) ................................................................................................. Altaf Qadeer Ph.D. This email address is being protected from spambots. You need JavaScript enabled to view it. This email address is being protected from spambots. You need JavaScript enabled to view it.

12

Mar2018

CALL FOR PAPERS - EUROPEAN JOURNAL OF STEM EDUCATION   Special Issue: STEM & Early Childhood Education    SUBMISSION DEADLINE: 31 March 2018 ONLINE PUBLICATION: End of June 2018 Chief-editor: Hanno van Keulen Guest editors: Estelle Blanquet, University of Bordeaux, France. Fani Stylianidou, Ellinogermaniki Agogi (Centre for Social Innovation (ZSI)), Greece. Hannelie du Preez, University of Pretoria, South-Africa. Dear Colleagues, As you might know, the European Journal of STEM Education is a triannual, academic, international journal that publishes original research related to STEM education. The aim is to contribute to our scholarly understanding of teaching and learning practices and policies in the area of STEM, as well as to contribute to the improvement of educational practices. Read more about the journal on our webpage. For our first Special Issue on STEM & EARLY CHILDHOOD EDUCATION we invite you to submit articles that focus on how children (age 0-8) interact in educational settings with the material world and how this interaction helps them to learn and to develop. Contributions may be on the development of scientific and technological concepts, on the role of play and on exploring phenomena and the affordances of objects. on how STEM contexts contribute to other qualities, such as language skills, numeracy, curiosity, creativity or executive functioning. The focus may be on formal schools and on informal and out-of-school settings. Attention may be paid to the role of interaction between children and with adults. Empirical investigations are welcomed as well as qualitative and reflective studies. For this Special Issue, the European Journal of STEM Education works together with the Special Interest Group on Early Years Science of ESERA, the European Science Education Research Association. EJSTEME accepts articles from all over the world. The fact that the journal is based in Europe, with its forty-plus countries and a multitude of educational systems and practices with regard to STEM education, should remind authors not to take their own situation and national practices for granted, but to write for a larger audience.  The journal is a double blinded peer reviewed open access journal and no submission fee is asked for submitting articles. You may expect rapid peer-review and publication as long as academic standards are met. We are looking forward receiving your manuscripts through our digital Editorial System. Read more on the submission guidelines on the website, where you will also find the button for submitting your manuscript. When you read this in print, the URL is http://www.lectitopublishing.nl/european-journal-of-stem-education/submission-guidelines. Article Length: Max 9000 words including notes and works cited. Please also include an abstract of about 350 words, including background, methods, results and implications. Hanno Van Keulen (Chief-Editor European Journal of STEM Education) - Windesheim University of Applied Sciences, The Netherlands Estelle Blanquet (Coordinator of the Early Years Science Special Interest Group of ESERA) - University of Bordeaux, France Fani Stylianidou - Ellinogermaniki Agogi, Greece Hannelie du Preez - University of Pretoria, South Africa

12

Mar2018

Bar Ilan University, Faculty of Social Sciences, The School of Education The Science Teaching Program invites applications for tenure track faculty positions     Requirements: BSc or MSc in Life Sciences/Exact Sciences PhD in Life Sciences/Exact Sciences or in STEM Education Approved academic research in the areas of STEM Education Record of publications in refereed journals Post-Doctorate experience - preference Teaching certificate - preference Approved teaching experience Experience with educational frameworks Applicants should send: Academic CV A list of publications Names of three referees including contact details Academic profile outlining teaching and research experience and research plans for the coming 3-5 years. Further information about the School of Education is available in: http://education.biu.ac.il/en. Programs are delivered in Hebrew. Candidates are expected to be active faculty members who engage in innovative research, teaching and supervision of graduate students. Applications should be sent to: Dr. Ornit Spektor-Levy, Head of the Science Teaching Program, The School of Education This email address is being protected from spambots. You need JavaScript enabled to view it. Applications should be sent until: February 28, 2018

12

Mar2018

Internationally, there has been increasing emphasis on the Food-Energy-Water-Nexus (FEW-Nexus), including FEW-Nexus educational efforts and education research.  In response to this need, the Innovating Teaching and Learning in the Food-Energy-Water-Nexus: Toward a National Collaborative for Food, Energy, & Water Systems Education (NC-FEW) conference will be held May 22-23 in the Washington, D.C. metro area at the Virginia Tech Executive Briefing Center.  This 2-day invited conference will draw upon expertise of faculty from around the world leading educational programs (K-12, undergraduate, informal, non-formal) and education research grounded in the FEW-Nexus.  Conference participants will have opportunities to share their research and engage with colleagues from a diverse array of disciplinary backgrounds (education, STEM disciplines, agriculture, natural resources) to articulate and shape discourse around a systemic approach to FEW-Nexus education and education research.  The conference will result in the development of a framework for a National Collaborative for Food, Energy, & Water Education (NC-FEW) and lay the foundations for a transdisciplinary community of FEW-Nexus education scholars. It is anticipated that participants will also have an opportunity to disseminate their work in the form of conference proceedings and/or an edited volume.   Please see the attached flyer for overview information about the conference. The application system is now live at http://go.unl.edu/scimathapply. Please use this link to apply to be one of an anticipated 50 invited conference participants.  As part of the application process, applicants will be asked to a) describe their education research and development work as it aligns to the FEW-Nexus perspective and b) submit an abstract for a presentation at the conference.  Travel support is available for selected conference participants.  The deadline for applications in March 30.  Selected participants will be notified after March 30 and provided with additional conference information.  Please do not make irreversible travel plans prior to notification.   We very much look forward to a highly engaging and productive meeting.  If you have any questions, please contact Cory Forbes at This email address is being protected from spambots. You need JavaScript enabled to view it..   Conference Committee Cory Forbes, University of Nebraska-Lincoln (Chair) Hannah H Scherer, Virginia Tech Hui-Hui Wang, Purdue University Kelly F. Millenbah, Michigan State University Nicole Sintov, The Ohio State University Christine Li, University of Missouri

28

Jul2017

Tentative agenda for SIG 2 business meeting, August 22nd, 1 - 2 pm:

o Do we want to arrange a seminar in 2018? The ESERA board can offer financial support of up to 2000 euro for such an event.

o (Re)election of SIG coordinators where applicable. Rainer can serve another two years, but Marianne is going to step down, so we need at least one new coordinator. Anybody interested? Please contact coordinators if you wish to get more information.

o Update on our book in the ESERA Science Education Research Series by Maja and Simone.

o Is there anything else you would like to discuss in the meeting? Please let us know beforehand.

Regards,
SIG 2 coordinators: Marianne Odegaard and Rainer Wackermann

02

Apr2017

ESERA presently has five Special Interest Groups (SIGs); see www.esera.org/sigs/esera-special-interest-groups . These groups facilitate communication and cooperation between ESERA members sharing research interests on a specific issue (either thematic or methodological). Members are invited to join one or more SIGs for an additional fee of € 3 a year. The Board also encourages establishing new SIGs; see www.esera.org/sigs/guidelines-for-sig-coordinators  for details. There will be opportunities to get in touch with SIGs during the ESERA 2017 conference, both through thematic symposia and through SIG meetings to be held at lunchtime on Tuesday.  If you have questions concerning SIGs, please get in touch with Ellen K. Henriksen who is the ESERA board member responsible for following up SIGs. 

02

Apr2017

ESERA presently has five Special Interest Groups (SIGs); see www.esera.org/sigs/esera-special-interest-groups . These groups facilitate communication and cooperation between ESERA members sharing research interests on a specific issue (either thematic or methodological). Members are invited to join one or more SIGs for an additional fee of € 3 a year. The Board also encourages establishing new SIGs; see www.esera.org/sigs/guidelines-for-sig-coordinators  for details. There will be opportunities to get in touch with SIGs during the ESERA 2017 conference, both through thematic symposia and through SIG meetings to be held at lunchtime on Tuesday.  If you have questions concerning SIGs, please get in touch with Ellen K. Henriksen who is the ESERA board member responsible for following up SIGs.

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