These discussions are held monthly to develop a sense of a supportive research community for both researchers and HDR students. At each meeting, we will have two 40 minutes sessions that invoke discussions on research (e.g. theory, method, setting). Each session is designed to stimulate atleast 20 minutes of discussion following a presentation /activity of 10-20 minutes.
Discussion 1. Embodiment, Gesture and Cognition: New Directions for Maths and Science – Dr. Stoo Sepp, Senior Lecturer, Monash University
In recent years, cognitive load theory has expanded its theoretical links to other research areas focusing on embodied and gesture-based research and practice, giving us novel insights for cognition, and classroom activities that support learning. In this talk, we’ll cover conceptions of cognitive load as it relates to human movement, including embodiment, mimicry and the performance and observation of gestures and how we may integrate these into the maths and science classroom.
Stoo Sepp is a Senior Lecturer in Learning and Teaching in the Faculty of Education at Monash University.
His interests for research and classroom practice involve embodied approaches, specifically how hand gestures such as pointing and tracing can support learning across subject areas for all ages of learners.
Discussion 2. Competing Visions, Policy Pressures, and Politics: The Remaking of Science Education in Aotearoa New Zealand – Dr Jared Carpendale, Senior Lecturer in Teacher Education, Massey University
Since 2020, science education in Aotearoa New Zealand has been subject to almost continuous policy reform, driven by changing political priorities, international benchmarking pressures, and competing views about the purpose of schooling. This presentation traces recent developments from the NCEA review and curriculum refresh through to the current draft science curriculumfor Years 0–10 and proposed replacement of NCEA. It examines how earlier efforts to foreground scientific literacy, student dispositions, local contexts, and recognition of mātauranga Māori have given way to a more prescriptive, content‑focused approach emphasising “the science of learning” and international achievement measures. Using science education as a case study, the presentation explores how broader educational thinking, accountability regimes, and political narratives such as “back‑to‑basics” shape curriculumdesign and classroom practice. Attention is also given to the lived consequences for teachers, including workload, professional tension, and uneven responses to increased prescription. The talk concludes by considering what is at stake for science teaching and learning as New Zealand navigates policy churn and ideological contestation.
Jared Carpendale is a Senior Lecturer in Teacher Education at Massey University in New Zealand, where he works with pre‑service and in‑service teachers across primary and secondary science education. Jared’s researchfocuses on teacher professional knowledge and ways to support knowledge development, particularly within science education. Prior to being an academic, he taught science, physics, chemistry, and electronics at secondary schools in New Zealand. Jared brings a practice‑informed perspective to discussions of science education policy in Aotearoa New Zealand, supporting teachers to navigate complexity while maintaining meaningful learning for students.
Posted May 31, 2026
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