23-24 November 2017
Deakin Downtown
Level 12, Tower 2, Collins Square, 727 Collins Street, Melbourne
The symposium will focus on practical and theoretical aspects of research methodology. It follows the highly successful symposia held annually from 1993 to 2005 and again from 2010 to 2016, in which methodological techniques and issues (such as socio-cultural perspectives, productive use of quantitative data, collaborative practitioner research designs, analysing discourse) have been discussed in a lively, informal setting.
It is expected that academic researchers and higher degree by research students will gain from the symposium. Please encourage your research students to come even if you cannot attend.
Keynote Speakers
Professor Amanda Berry
Monash University
The Challenges of Capturing and Analysing Science Teachers’ Knowledge of Practice
Amanda Berry is a Professor in Education in Monash University’s School of Education. Amanda’s program of research focuses on teacher knowledge development and how that knowledge is shaped and articulated through teacher preparation, beginning teaching and continuing learning. Amanda has been involved in many research projects focused on innovations designed to address the quality of teacher professional learning and to enhance science teaching and learning in schools and universities, and her work has been taken up and used by researchers internationally. More recently, Amanda has begun to focus on the interdisciplinary connections between science and the other STEM (Science/Technology/Engineering/ Mathematics) subject domains, including how the key practices and ways of knowing of these different domains can be taught and learned in an integrated and meaningful way.
Professor Vaughan Prain
Deakin University
Tracking Disciplinary Learning in Interdisciplinary Projects
Vaughan Prain has extensive experience in researching innovative teaching and learning approaches in primary and secondary science. He has focused particularly in recent years on students learning through engaging with representational affordances within and across visual, spatial, linguistic and embodied modes as they construct accounts of scientific processes and claims. This has led to increased interest in the conditions, tasks, and learning sequences that support student multi-modal and creative reasoning.
Program
Thursday 23 November
9.00 am Registration
9.20 am Welcome and opening remarks – Russell Tytler
9.30 am Keynote: The Challenges of Capturing and Analysing Science Teachers’ Knowledge of Practice – Amanda Berry
10.30 am Morning Tea
10.50 am Science of Learning Research Classroom (SLRC): Methodological Affordances
- Evolving Logic of Classroom Research: New approaches, new affordances, and new challenges – David Clarke and Man Ching Esther Chan
- Entangled Modes of Social Interaction in Student Collaborative Problem-Solving in Mathematics: Connecting Process and Product – Man Ching Esther Chan, May Ee Vivien and David Clarke
- The Video Data Set as an Ethnographic Field – Joseph Ferguson, Russell Tytler, Radhika Gorur and George Aranda
- Negotiating Context, Knowledge and Reasoning in the Science of Learning Research Classroom (SLRC) – Russell Tytler and Peta White
12.10pm Lunch
1.10 pm Working with Teachers and School Communities
- Methodological Issues in Exploring a Representation Inquiry Approach to Secondary School Students Learning “Dilution of Solution” and “Acid Concentration” Concepts – Lam Pham, Roger Morgan, Peter Hubber and Russell Tytler
- Towards Agentic Professionalism in Primary Science Initial Teacher Education (INE) – Jenny Martin
- Pre-service Teachers’ Decision-Making about Online Science: Exploring the Interplay between the Individual, the Online Environment, and Behaviour – Kate Chealuck
- Equity and Half-Glass Methodology: Making Visible the Invisible – Carolina Castano Rodriquez and Jenny Martin
2.30 pm Afternoon Tea
2.50 pm Negotiative Methodologies
- Documenting the Lexicon of Teacher Practice: The Enactment of a ‘Negotiative’ Methodology – Carmel Mesiti and David Clarke
- Action Research: a Model for Supporting Practitioner Research Partnerships – Karen Murcia
- Extracting a Coherent Research Focus from a Multi-Faceted Development Program – David Symington, Peta White and Russell Tytler
3.50 pm Short Break
4.00 pm Case Study
- Mature-Aged Students’ Experience of Learning Mathematics in Regional Vocational Education: Creating an Holistic Account – Richard Voss
- Perception of Space among Children Studying their Local Grasslands: Examining Attitudes and Behavioural Intentions – Efrat Eilam, Georgia Garrard
- Identifying the Impact of Resources on Pre-Service Teacher Learning – Can it be Done? – Audrey Cooke and Jenny Jay
6.00 pm Dinner – Chloe’s Restaurant, Young and Jacksons
Friday 24 November
9.00 am Welcome to Day Two
9.05 am Keynote: Tracking Disciplinary Learning in Interdisciplinary Projects – Vaughan Prain
10.05 am Morning Tea
9.00 am Studying Student Modeling
- Methodological Issues in Investigating Students’ Model-Based Reasoning in Science and Mathematics: Video Research – Wendy Jobling, Wanty Widjaja and Lihua Xu
- Methods to Study Multi-Modal Learning in Science – Wendy Nielsen, Peta White and Russell Tytler
- Recognising and Understanding Student Model-Based Reasoning in Science: Methodological Decisions and Challenges – Lihua Xu, Jan van Driel and Ryan Healy
11.25 am Short Break
10.20 am Semiotic Analysis
- How Young Children Learn Digital Coding with Tangible Technologies in and Emergent Integrated STEM Curriculum – Kok-Sing Tang, Karen Murcia and Line Pelliccione
- Developing Communications Skills through Student-Generated Digital Explanations – Wendy Nielsen, Pauline Jones, Helen Georgiou and Annette Turney
- Understanding the role of the body in student sense-making of a series of lever problems in the Science of Learning Research Classroom (SLRC) – Lihua Xu, Russell Tytler, Joseph Ferguson, George Aranda
12.35 pm Lunch
1.35 pm Positioning Theory
- Complementary Methodologies: Positioning Theory and Grounded Theory (presentation) – Emily Rochette, Christine Redman and Paul Chandler. Paper.
- Positioning Theory and Data Gathering – Christine Redman
- Conducting and Researching Professional Learning as an ‘Insider’ – Using a Positioning Lens Theory – Pauline Thompson
235 pm Afternoon Tea
2.55 pm Analysis Tools
- Capturing Change and Experience through Metaphor: Understanding the Learning Journeys of Out-of-Field Teachers – Linda Hobbs, Coral Campbell, Colleen Vale and Christopher Speldewinde
- Observing Creativity in Bush Kindergartens – Coral Cammpbell and Chris Speldewinde
3.40 pm Closing Session
4.00 pm Symposium Ends Please join us for light refreshments
Sponsored by Research for Educational Impact (REDI) in conjunction with the STEME Education Research Group
Posted Dec 13, 2017
Deakin Downtown
Level 12, Tower 2, Collins Square, 727 Collins Street, Melbourne