27-28 November 2014
Deakin University, Melbourne City Centre
Level 3, 550 Bourke Street, Melbourne
Professor Laurence Simonneaux is a professor of agronomy and science education since 2001 at Ecole Nationale de Formation Agronomique (University of Toulouse). She has participated in several European research projects on biotechnology education. She has led French projects on Socially Acute Questions education – the French framework for SocioScientific Education, and participates currently to two major European projects. She leads a research team on science education. She has coordinated five books dealing with discussions, debate, argumentation, reasoning and the teaching of Socially Acute Questions. This presentation draws on the methodological lessons learned across these studies.
Professor Trevor Gale brings a sociological imagination to his research, seeking out connections between the ‘public issues’ and ‘private troubles’ of education policy and practice. His critical approach is distinguishable by its (i) political commitments – with interests in who benefits and who doesn’t by particular social arrangements, and what can/should be done about these – and by its (ii) dialectic method: a generative regard for apparent tensions between theoretical and methodological oppositions such as theory/practice, structure/agency, objectivity/subjectivity and time/place. He is a prolific researcher, widely published and funded, including two current ARCs.
Thursday 27 November
8.30 am Registration
9.00 am Welcome and Opening Remarks – Russell Tytler
9.10 am Keynote: Socially acute questions and socio-scientific issues: Methodological aspects to analyse discussions, perception of risks and reasoning – Laurence Simonneaux
10.10 am Morning Tea
10.30 am Action Oriented Research – Chair: John Cripps-Clark
- Parallelisms between lesson study and design-based research – Marlon Ebaeguin
- Human connections: The soul of our environmental education – Edgar Caballero-Aspe
- The implementation of lesson study in mathematics: The case of Zambia– Sibeso Likando
- Improving Judgments of Accuracy and Reliability of open information sources: Collaboration as a mechanism for teaching intervention and research program – Christine Oughtred et al.
- Towards a self-report methodology for STEM research when developing and implementing a blended learning faculty-wide curriculum design framework– Rachael Hains-Wesson
1.10 pm Self-study Collaborations: A Deakin Uni Faculty Research Group – Chair: Russel Tytler
- The Collaborative Reflective Experience and Practice in Education (CREPE) Faculty Research Group – John Cripps Clark & Peta White
- Designing visible pedagogies – Esther Loong & Peta White
- Teaching sustainability – Jo Raphael & Peta White
- Engaging curriculum and assessment design – Josephine Lang & Leicha Bragg
2.30 pm Afternoon Tea
2.50 pm Using Video to Support Teacher Learning – Chair: Peta White
- Extending the conceptualisation of scaffolding to include ‘Enabling Spontaneity’ – Gaye Williams
- Teach a same lesson: A professional development strategy in China – Jun Li
- Flexible pedagogical problem solving: A research design – Gaye Williams et al.
3.50 pm Short Break
4.00 pm International Comparisons and Coding – Chair: Gaye Williams
- Teachers’ questioning behaviour in mathematics classrooms in China and Australia – Lianchun Dong et al.
- The role of academic judgment in distinguishing coding categories in video ethnography – George Aranda & Russell Tytler
- The role of comparison in the construction and deconstruction of boundaries – David Clarke
- Metacognition: It might be worth thinking about – Frederick Wright
6.00 pm Dinner – Chloe’s Restaurant, Young and Jacksons
Friday 28 November
9.00 am Keynote: Being Critical, Thinking Sociologically. Where’s the Method in That? – Professor Trevor Gale.
10.00 am Morning Tea
10.20 am Making Models to Interpret and Transform – Chair: John Cripps Clark
- Using problem representations to understand out-of-field teaching in the policy arena – Linda Hobbs et al.
- An Index for measuring the level of complexity of scientific inquiries: The LCCI index – Efrat Eliam & Zemirah Mevarech
- Adapting a professional growth model to capture the reflexivity of identity formation and school change – Lihua Xu
- Science Teacher Education Partnerships with Schools (STEPS): Informing and guiding practices in university-school partnerships – Linda Hobbs et al.
11.40 am Short Break
11.50 am Participant Voice – Chair: Linda Hobbs
- Providing authentic voice to research participants – Christine Redman
- Welcoming dialogue – Positioning students as stakeholders in the research interview – Fiona Trapani
- Dot drawing: a form of “show-and-tell” – Claudia James
- Co-opting adolescents as research partners: the uncertainties and rewards of a ‘child-framed’ methodology – Helen Widdop Quinton
1.10 pm Lunch
2.10 pm Technologies to Capture Student Interactions – Chair: Lihua Xu
- The use of facial expression in identifying emotions – Fabio D’Agostin
- Use of gaze tracking to study student attention in class – Markku S. Hannula & Enrique Garcia Moreno
- The use of a theoretical lens to make sense of classroom video data: Exploring abduction on film – Joseph Ferguson
3.10 pm Afternoon Tea
3.30 pm Issues in Generating Data – Chair: Russell Tytler
- Using online surveys with adolescents in school settings: Pros and Cons – Roy Smalley
- Methodological issues: The case of a developing country – Mahbub Sarkar
- A Delphi study: Finding the best contributors – David Symington
4.30 pm Closing Session
5.00 pm Symposium Ends