Thursday 21st – Friday 22nd November 2024
Blended (online as well as located in-person) Symposium
Register online for the CAR Symposium.
Download flyer here to share with colleagues including HDR students about the Contemporary Approaches to Research Symposium 2024.
The CAR Symposium is a highly successful annual event that is now in its 28th year (starting in 1993 to 2005 and again from 2010 to this year).
We look forward to many more!
Each year the ‘Contemporary approaches to research (CAR) in mathematics, science, health and environmental education’ symposium focuses on practical and theoretical aspects of a range of research methodologies – such as cross-cultural perspectives, activity theory, capturing complexity, classroom video analysis, quantitative methods, and interviewing – which are discussed in a lively, informal setting. The symposium in 2024 will focus on practical and theoretical aspects of research methodology (as usual).
The program will include two keynote speakers and themed sessions with short presentations and longer discussions. We do not host concurrent sessions. We all enjoy rich, friendly discussions about each presentation. In 2024, we are hoping to, once again, host the event in person (located) as well as online. This blended offering will be open to all. Registration is here.
Our Keynote Speakers have been selected to provide challenging perspective on methodology providing insights into new methodological approaches and ontologies. We are pleased to have Professor Linda Hobbs and Professor Justin Dillon and as our the Keynotes for 2024 CAR Symposium.
Title: Researching teaching out-of-field: Methodological diversity for a research trajectory of noticing, understanding and acting
Linda Hobbs is a Professor of Education (Science Education) and Associate Head of School (Research) at Deakin University. Her research interests include teaching out-of-field as a critical teacher workforce issue, STEM education, teacher learning and school change, girls’ participation in STEM, industry-education relationships, partnerships in educations, as well as evaluation of education-based initiatives. She has designed, implemented and evaluated professional learning for primary and secondary teachers of science and STEM for over twelve years. She is Vice President of the Executive board of the Australasian Science Education Research Association, associate editor of the Journal of Science Teacher Education, and convenor of the Out-of-field Teaching Across Specialisations (OOFTAS) Collective.
Justin Dillon Professor of Science and Environmental Education, University College London
Title: Working with out of school science settings: philosophical issues; practical solutions
Justin Dillon is professor of science and environmental education at University College London. After studying for a degree in chemistry, Justin trained as a teacher and taught in London schools for 10 years. He joined King’s College London in 1989, where he worked as a researcher and teacher educator being appointed professor in 2009. In 2014, Justin was appointed Head of the Graduate School of Education at the University of Bristol. He then joined the University of Exeter in 2017 where he was Director of Research in the School of Education. He returned to London earlier this year to take a chair at UCL. Justin was President of the European Science Education Research Association (ESERA) from 2007-11 and is President of the UK National Association for Environmental Education. He edits the journal, Studies in Science Education, and is an editor of the International Journal of Science Education.
The Symposium
At the symposium will be grouped into sessions of two to five of the presentations with similar methodological foci, designed to promote substantive discussion of a common methodological issue. Presentations might focus on a) details and settings of the application of a methodology in ways that unpack how the methodology can operate in different contexts, or b) a particular methodological issue, problem, or strategic decision that explores or extends a methodology. The methodological issues should be broadly related to mathematics, science, health, or environmental education. The presentations should provide a grounded practitioner’s perspective.
Presentations will be 12 minutes in duration and should briefly outline the research question being addressed and may include the findings or likely outcomes of the research, but should focus mainly on the research methodology. Reports on work in progress are welcome but the focus is on the methodology.
Following each group of presentations, there will be the opportunity for extended discussion of the focus methodological issue, which may explore different approaches within the methodology (in research design, instruments, theoretical framing, or approaches to analysis), or different methodological approaches to a problem (for instance making sense of teacher practice, or tracking change in learners).
The program starts at 9am and concludes at approximately 5pm each of the two days. We will host an informal book launch of the CAR Book Series at the end of the first day. All are welcome. We will also go for a meal (at own expense) at the end of the first day.
We will offer an opportunity to evaluate this symposium. The link to the online survey will be emailed during the last day of the symposium.
Registration
Register online at CAR Symposium 2024. Please register to attend in person before the 13th November as we need numbers for catering. Registering for the online participation is important so that we can send (email) updated information prior to the event.
Attending in Person
If attending in person please find these details about how to locate Deakin Downtown – see here.
Expression of Interest to Present
The closing date for expressions of interest is Friday 11th October 2024.
If you are interested in presenting at this symposium please submit your expression of interest using the form below. All submissions will be acknowledged upon receipt and reviewed by the end of October. Expressions of Interest to Present form
Presentations
Presentations are to be 12 minutes long (please be respectful by keeping to time). They should briefly outline the research question being addressed and may include the findings or likely outcomes of the research, but should focus on the research methodology. Reports on work in progress are welcome.
You may choose to pre-record presentations. This is essential for all online presenters. The links will be included in the program and the recording will be played on the day. During the presentation the chat feature of Zoom can be used to start the conversations. Questions can be addressed by typing in the chat and in the following discussion. A feature of the CAR Symposium program is the rich and collegial discussion that follows the presentations in the session.
Program
The program will be published early November 2024.
Thursday 21st November 2024
9-9.30am | Sign In and Prepare for the Day if online Arrive at Deakin Downtown if in-person | |
9.30–9.40am | Welcome and Opening Remarks | Russell Tytler |
9.40–10.40am | Keynote: Researching teaching out-of-field: Methodological diversity for a research trajectory of noticing, understanding and acting Abstract: Teaching is a learning profession but learning to teach a subject ‘out-of-field’ places subject-specific demands on teachers that can challenge teachers’ knowledge, practice and identity. As with any complex phenomenon involving students, teachers, schools and systems, a diversity of methodological approaches and theories are needed to understand it, but also to inform and shape a resilient education system that increasing relies on out-of-field teaching as a solution to teacher shortage. Within a particular context, research into out-of-field teaching can tend to follow a trajectory of noticing the phenomenon, understanding its effects for different stakeholders, and evaluating or calling for certain actions. To begin with, researchers, governments, subject associations, or teacher unions may ‘notice’ the phenomenon through data capturing the prevalence and inhibiting effects of out-of-field teaching, leading to demand for accountability. As an acknowledged problem of the sector, research can build ‘understanding’ of the phenomenon by focusing on the effects and outcomes for different stakeholders. This research is often more qualitative or mixed method, often more theoretically informed, with researchers tending to centre on the teacher and their experiences, learning and contexts, and impacts for their students. ‘Action’ oriented research draws on these understandings but uses methodologies designed to critique, influence and change policy, such as research and action-oriented collaboration across sectors to understand what is needed, and to create and evaluate initiatives. In this presentation, I will outline how my research agenda (with others) has followed this trajectory and the diverse methodologies and methods that have been used to notice, understand and be action-oriented (such as literature review, mixed method research, case study, longitudinal interview, design based research, policy analysis and problem representation) and the theories (such as identity theory, boundary crossing, aesthetic experience, ecological systems theory) that have been useful to shed light on different aspects of a complex phenomenon along this trajectory. | Linda Hobbs is a Professor of Education (Science Education) and Associate Head of School (Research) at Deakin University Linda’s research interests include teaching out-of-field as a critical teacher workforce issue, STEM education, teacher learning and school change, girls’ participation in STEM, industry-education relationships, partnerships in educations, as well as evaluation of education-based initiatives. She has designed, implemented and evaluated professional learning for primary and secondary teachers of science and STEM for over twelve years. She is Vice President of the Executive board of the Australasian Science Education Research Association, associate editor of the Journal of Science Teacher Education, and convenor of the Out-of-field Teaching Across Specialisations (OOFTAS) Collective. Chair: Russell Tytler |
10.40-11am | Break – Morning tea | |
11–12 noon | Design Based Research Under the Microscope | Chair: Jill Brown |
Using a Design Based Research Methodology to Embed Planetary Conscious Pedagogical Strategies into Primary Science Education Initial Teacher Education Course [See presentation here] | Amy Strachan and Andy Markwick | |
Using Design-Based Research to Foster Indonesian Pre-Service Primary School Teachers’ Mathematical Reasoning | Puri Pramudiani, Maarten Dolk, and Wanty Widjaja | |
Integrated ADDIE Model and Design-based Research to Improve Community-based Tutoring Programs: Focusing on the Nano STEM Academy | Gahyoung Kim and Jiyoung Jang | |
12.05-12.45pm | AI/Technology Related Methodologies | Chair: Joe Ferguson |
Generative AI Being Incorporated into Learning Applications Through Autoethnography | George Aranda, Michiko Weinmann, and Mifrah Ahmad | |
The Use of Artificial Intelligence and Large Data in Education: Developing Students’ Complex Problem-Solving in Climate Change Adaptation | Sarah Digan | |
12.45-1.45pm | Lunch | |
1.45–2.45pm | Researcher-Participant Relations in Research | Chair: Peta White |
Heuristic Inquiry Supported by Arts-based Methods [See presentation here] | Claire Vickery | |
Navigating Methodological Complexities in Researcher-Teacher Leader Collaboration in Mathematics Education [See presentation here] | Aylie Davidson and Kerryn Driscoll | |
Using Technology Design Processes to Engage Teachers and Technology Developers in Co-design: Recalibrating Research Relations for Interdisciplinary Research in Schools | Juli Lynch | |
2.50-3.30pm | Case Study Approaches | Chair: John Cripps Clark |
Using Limited Data for an Interpretive Case Study | Annie Termaat | |
Chatbot AI: A Tool to Facilitate Language Learning in Public Health [See presentation here] | Suciana Wijirahayu | |
3.30-3.50pm | Break – Afternoon tea | |
3.50-4.50pm | The Role of Theory in Framing Research | Chair: Russell Tytler |
Finding My Way: Traversing Difficult Theoretical Paths | Joe Ferguson | |
Facilitating Mathematics Teaching Practice Development Through Pedagogical Reasoning: A Focus on Mathematics Leadership Activity | Matt Sexton | |
The Aesthetics of Climate Change Education in an Epoch of Uncertainty | Peta White and Joe Ferguson | |
4.50-5.30pm | Book Launch – Methodological Approaches To STEM Education Research -Volume 5 Book Series – Contemporary Approaches to Research in STEM Education Editorial Team: Peta, Russell, Joe, and John | |
6pm | You are invited to join us for Dinner and Drinks (at own cost) | |
Friday 22nd November 2024
9- 9.30am | Sign In and Prepare for the Day if online Arrive at Deakin Downtown if in-person | |
9.30–9.40am | Opening Orientation | CAR Coordinating Team |
9.40–10.40am | Keynote: Working with out of school science settings: philosophical issues; practical solutions Abstract: Research in out of school science and environmental settings – museums, science centres, botanic gardens, et cetera – has broadened significantly in the past few decades in terms of methodology and methods. Nowadays, some of the most interesting and challenging research opportunities can be found beyond the classroom. This is particularly the case when many education systems have adopted new managerialist approaches which tend to restrict teacher autonomy and impose restricted pedagogies. However, working with colleagues in out of school settings presents its own challenges – funders may want simple answers to complex questions, institutions may want evaluation rather than research, academic theories may clash with common sense and practitioner experience. This talk will draw on my experience working with, and for, a number of institutions and organisations in the UK and beyond. I will discuss some philosophical dilemmas as well as some practical strategies such as the use of a modified Delphi and Lego Serious Play. | Justin Dillon is a Professor of Science and Environmental Education at University College London After studying for a degree in chemistry, Justin trained as a teacher and taught in London schools for 10 years. He joined King’s College London in 1989, where he worked as a researcher and teacher educator, being appointed professor in 2009. In 2014, Justin was appointed Head of the Graduate School of Education at the University of Bristol. He then joined the University of Exeter in 2017 where he was Director of Research in the School of Education. He returned to London earlier this year to take a chair at UCL. Justin was President of the European Science Education Research Association (ESERA) from 2007-11 and is President of the UK National Association for Environmental Education. He edits the journal, Studies in Science Education, and is an editor of the International Journal of Science Education. Chair: Peta White |
10.40–10.55am | Break – Morning tea | |
10.55–11.55am | The Role of Frameworks in Research Design | Chair: Joe Ferguson |
Behaviour Change Wheel: An Innovative Approach to Identifying Interventions for Supporting Out-of-Field Mathematics Teachers [See presentation here] | Lewes Peddell | |
Looking Through the PAC Framework Lens at Integrated STEM in Australian Initial Teacher Education | Samantha Bothe, Lihua Xu, Linda Hobbs, and Mandy Cooke | |
Vygotsky’s methodological prolegomena: “A/The Historical Sense/Meaning of the Crisis in Psychology” | John Cripps Clark and David Kellogg | |
12-1pm | Developing Research Constructs | Chair: Russell Tytler |
Reasoning Cartoons as a Methodological Tool | Jill Brown | |
A Prototype Analysis Approach to Conceptualising Mathematics Educators and Workplace Wellbeing | Julia Hill and Gosia Marschall | |
| Values in numeracy: Person-oriented research methodology in identifying student and teacher values in numeracy education | Justine Sakurai | |
1-1.55pm | Lunch | |
1.55-2.55pm | Structuring and Analysing Surveys | Chair: John Cripps Clark |
The Awe and Wonder of Survey Construction | Saeed Salimpour, Russell Tytler, and Michael Fitzgerald | |
Normalisation of Self-report Surveys Through the Use of Vignettes | John Kennedy | |
International Teacher Survey on Green and Sustainable Chemistry (GSC) Practical Activities: Design and Implementation | Seamus Delaney, Madeleine Schultz, and Tharani Dissanayake | |
2.55-3.15pm | Break – Afternoon tea | |
3.15–4.15pm | Combining and Contrasting Qualitative and Quantitative Approaches | Chair: Jill Brown |
Modelling Complex Learning Environments with Systems Thinking | John Kennedy | |
Investigating Emotional Intelligence in Climate Change Education: A Convergent Mixed Methods Approach | Waqas Habib | |
Generating Evidence Reflecting the Complexities of DBR Co-design Processes | Russell Tytler, Joseph Ferguson, Amrita Kamath, Peta White, Shefali Sharma, Fernanda Rezende | |
4.15-4.30pm | Close of CAR 2024 (Thanks and Evaluation survey) | |
Book Series – Contemporary Approaches to Research in STEM Education
All presenters are invited to submit a proposal for a written chapter of 5000 – 7000 words for consideration for publication in the Cambridge Scholars Publishing book series Contemporary Approaches to Research in STEM Education. Proposals for Volume 6 are due on the 7th December 2024. Accepted chapters are due 15th February 2025.
Methodological Approaches to STEM Education Research – Volume 1, 2, 3, 4, and 5 will be showcased at the 2024 CAR Symposium (Volume 5 will be launched at a special event).
CAR Coordinators
Associate Professor Peta White, Alfred Deakin Professor Russell Tytler, Dr. Joe Ferguson, Dr. John Cripps Clark, and Associate Professor Jill Brown
Enquiries: please email Peta White (peta.white@deakin.edu.au)
Organised by the STEME Education Research Group in conjunction with the Research for Educational Impact (REDI) Centre.
Posted Nov 15, 2023
Online and Deakin Downtown – Collins Street, Melbourne, Victoria, Australia