Identity
The ESERA Early Years SIG was set up following the ESERA conference in Istanbul, Turkey in 2009 building upon the work of the Emergent Science Network and linking a community of people with interest in studying how children in early years education engage with science processes, promoting activities for mutual sharing of research methodologies and outcomes and in examining implications for practitioners and professional education.

What is early years science?
Early Years Science is science for young children aged between 0 and 8 years of age. It involves the development of scientific skills, attitudes, understandings and language through interactions with the objects, events and people in their everyday lives both in and outside school. There is evidence that children investigate the world around them and develop ideas from a very young age, as a result of diverse experiences that occur before they start school. In many instances children are developing knowledge about scientific phenomena, but will be unaware of its scientific stature. Young children's early years science provides a vital foundation for later scientific learning. It also fosters the development of scientific skills and attitudes important in other areas of life and across the curriculum.

Aims
The Early Years Science SIG aims to
• Facilitate communication and collaboration between people interested in Early Years Science
• Further understanding of young children's scientific development
• Develop research methodologies appropriate to early years contexts
• Support professional working with young children and science
• Disseminate research findings and evaluate their impact on early years pedagogical practice.

Scope
The Early Years SIG is concerned to support both empirical and theoretical work in the field and is open to a range of methodologies and methods. Important areas of work include: identifying emerging themes and issues in the field, fostering research collaboration and investigating the practical development and implementation of learning and teaching approaches in early years science education.

The Early Years SIG will meet at each ESERA conference. It aims to organise meetings/seminars between ESERA conferences and to support joint publication and new research projects in the field.

Coordinators

Bodil Sundberg
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School of science and technology, Örebro University, Sweden.

Esmé Glauert
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University College London, Institute of Education.

Scope
The SIG focuses on research which utilizes video as a means to investigate processes of student learning (in- and outside classroom settings) and processes of teaching. The SIG has, thus, a methodological focus but also stresses the importance of research on processes of teaching and learning in contrast to a mere focus on results/effects of teaching and learning. SIG-­‐members can perform research on all age groups and in all science subjects but should have a strong emphasis on using video as an important element of the research method.


Aims
(1) Discuss and communicate theoretical frameworks that provide reasons for video-­‐based research and offer criteria with which videos can be analyzed.
(2) Share methodological issues, for instance, which levels of analysis can be used (e.g., nano, micro, meso, and macro levels), what different approaches towards analyzing videos are (e.g. direct coding, analysis of transcripts), how to account for what happens in the classroom, what and how results can be quantified, and how to relate results of video-­‐based research with research on “products” (e.g., tests and questionnaires).
(3) Share technological issues on, for instance, procedures of recording videos in science classrooms or the advantages and limits of software used to analyze video, and their influence on methodological and even theoretical issues.
(4) Discuss how videos can be used in teacher education for both educational purposes and assessment.
(5) Communicate and disseminate theoretical frameworks, approaches, and results in joint publications (books or special issues) and regular meetings of the SIG.
(6) Share analyses and results by regular exchanges and meetings.

Activities conducted until May 2017
(A) Established a Wiki as an information base for all SIG members.
(B) The first SIG meeting was held in December 14-­‐15, 2012 in Lyon. 20 Researchers attended the meeting and 11 presentations on current research projects employing video were held.
(C) Two symposia were prepared for the ESERA 2013 conference. The title of the invited SIG symposium is: “Analysis of videotaped classroom practices: Different theoretical and methodological perspective”. The second symposium is entitled “Video analysis of inquiry-­‐based teaching and learning in primary classrooms”
(D) The second SIG meeting including a workshop about the links between theoretical framework and video analysis took place on September 3, 2013 in Cyprus.
(E) A SIG Video Workshop was held in Brugg, Switzerland, December 5-6, 2014
(F) Meeting at ESERA’s Helsinki conference in 2015 and three symposia by SIG video members: "Scales issues in video analyses of teaching and learning processes" invited symposium, organized by Patrice Venturini; Incorporating video analysis and reflection into teacher education» organized by Kornelia Möller and Seamus Delaney; Teacher-student discourse to scaffold inquiry-based learning» organized by Stein Dankert Kolstø.
(G) A SIG Workshop took place in Paris, November 24-26, with shared, actual video clips for analysis beforehand and on-site.
(H) We will meet again in Dublin 2017!

Membership
Membership in an ESERA Special Interest Group (SIG) costs € 3 per year. Please sign up by logging in as a member and visiting the ESERA membership page (choose "Renew my membership").

Identity of the SIG

Throughout Europe young people struggle to see themselves in science. As a consequence, students refrain from studying science, and also science is among the studies with the highest dropout rates. The ESERA Special Interest Group in Science Identities is interested in research that explores how a variety of students are met, included and retained in the sciences at all educational levels, and how both formal and informal contexts can support young people's science interests and aspirations. The SIG in science identities will include researchers with an interest in both students' and teachers' identities, drawing on different research frameworks as for example post structuralist theories, feminist theories, narrative psychology and Bourdieu. The SIG will act as the platform for science identity researchers to discuss and develop methodologies, theories and results.

Aims

The aim of the special interest group is to strengthen the cooperation in between science education researchers in Europe who work with identity theories. Research in identities in science education is a fast growing area, with significant implications for both practice and politics in terms of understanding how identities are met, supported and developed in science. Accordingly, the key objective of the special interest group is to coordinate, support and strengthen the cooperation of research in science identities in European research.

Scope

A stronger network of European research in science identities has several advantages. Firstly a visibility of the research field will support new research cooperation. The aim is to make joint publications and support new research projects in the area, but also to raise an awareness of funding opportunities. Secondly the aim of the special interest group is to support in particular new researchers entering the field by providing them with a platform of knowledge and network of European colleagues to turn to. Also the special interest group will serve as resource for already established researchers to inform their research and expand their knowledge. Finally and most importantly the aim of the network is to discuss current challenges in the research field and to learn from experiences and results already achieved across Europe. As such the SIG hope to strengthen research in science identities throughout the ESERA. 1

The special interest group will meet at each ESERA-conference, but also the group will aim to arrange seminars the years between conference-years. The group hope to have one representative at the ESERA summer school to promote the group and support the interests of young researchers who work with science identities in their Ph.D.-projects.

The Special Interest Group first and foremost serves the ESERA research community, but its activities are intended to ultimately improve practice and inform stakeholders in European contexts as well as worldwide.

Co-ordinators:

  •  Allison J. Gonsalves E-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.
  • Henriette Tolstrup HolmegaardE-mail: This email address is being protected from spambots. You need JavaScript enabled to view it.

Membership in an ESERA Special Interest Group (SIG) costs € 3 per year. Please sign up by logging in as a member and visiting the ESERA membership page (choose "Renew my membership").

 Within this Section

Identity

The ESERA Special Interest Group Science|Environment|Health (SHE) addresses the reconceptualization of three critical and interlinked areas of education in a new pedagogy. All of these educational areas have a long educational history, but they have seldom been seen together in their mutual dependence and their mutual benefit. This is particularly the case with the area of health. Besides prevention and health promotion, it also includes medicine and environmental health, two fields with growing importance for informed citizenship that have been vastly neglected so fan in education, and particularly in science education.


Aims

The proposed SHE Special Interest Group aims at forming a broad consensus that health and environment should be included more intentionally and prominently in science education than they are at present, and to articulate arguments and aspects supporting this claim. Accordingly, the key objective to the Special Interest Group is to establish a network of researchers in Europe and beyond in order to foster for implementing it in school and raising awareness on a societal and political level.

Scope

The SHE Special Interest Group will support theoretical and empirical research, as well as practical development and implementation in School contexts. It will be open to a range of theoretical, quantitative and qualitative approaches. It will promote the identification of important research issues and coordinate efforts to establish consensus in the overarching context of the SEH pedagogy. A main concern will be to link the activities of the SIG to other strands of research in science education and related fields, like science education in out-of-school contexts, public understanding of science, nature of science, cognitive, affective and social aspects of learning science, scientific literacy and socio-scientific issues, and others.

The Special Interest Group first and foremost serves the ESERA research community, but its activities are intended to ultimately improve practice in European SEH contexts as well as worldwide.

Co-ordinators:

  • Albert Zeyer
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  • Kerstin Kremer 

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Find here more information for the proposal of the SIG and the founding members.

More info about SIG 4 and activities at the Helsinki 2015 ESERA conference is here.

Membership in an ESERA Special Interest Group (SIG) costs € 3 per year. Please sign up by logging in as a member and visiting the ESERA membership page (choose "Renew my membership").

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Read more

Welcome to the home page of the Special Interest Group (SIG) on Science Education in Out-of-School Contexts under the auspices of ESERA, the European Science Education Research Association. We are an intermediate level structure within the ESERA community, functioning as a liaison between the Special Interest Group Members, the ESERA Board, and the ESERA community as a whole.

The SIG was established in 2012 by the coordinators Justin Dillon (Professor of Science and Environmental Education at King’s College London) and Marianne Achiam (Assistant Professor at the Department of Science Education at the University of Copenhagen) along with 20 founding members. Among other things, the SIG organizes an invited symposium and holds a members meeting at each biannual ESERA conference. For more information read the guidelines for ESERA SIGs.

The Special Interest Group first and foremost serves the ESERA research community, but its activities are intended to ultimately improve practice in European out-of-school contexts as well as worldwide.

There is a new web site for ESERA special interest group for science education in out-of-school contexts! SIG news will be posted via this website.

Membership in an ESERA Special Interest Group (SIG) costs € 3 per year. Please sign up by logging in as a member and visiting the ESERA membership page (choose "Renew my membership").

Within this Section

Guidelines for ESERA Special Interest Group Coordinators

The Executive Board of the European Science Education Research Association (ESERA) has made a decision to establish Special Interest Groups (SIGs) as an intermediate level structure within the ESERA community. SIGs are intended to emerge as self-enabled organizing structures that will function as specialized, thematic groups within the ESERA community. It is anticipated that SIGs will gradually be able to undertake an active role in the conference program organization and review process as well as have the opportunity to receive support from the Association in organizing parallel activities.

Coordinators of a SIG are expected to function as an important liaison between the members of the SIG, the ESERA Executive Board and the ESERA community as a whole. Assuming the role of a SIG coordinator involves responsibilities with regard to the organisation of SIG activities such as conference symposia, seminars, newsletters and other publications. At any one time, each SIG will have two Coordinators. Together they will serve as the communication link between the SIG and the ESERA association.

These guidelines have been drafted by the ESERA Executive Board in order to elaborate the rationale for establishing SIGs within the ESERA community and also in order to provide a coherent structure for managing the SIGs in a sustainable manner. However, it is important to keep in mind that every SIG, by nature, will be different and hence, the Coordinators should not hesitate to contact the ESERA President or Secretary with any questions.

The ESERA policy for SIGs and relevant information, including contact details, can be found on the ESERA website: www.esera.org.

 Approved by the ESERA Board

5 January 2009.

ESERA Special Interest Groups

Membership in an ESERA Special Interest Group (SIG) costs € 1 per year. Please sign up by logging in as a member and visiting the ESERA membership page (choose "Renew my membership").

 

 

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