ESERA 2011 Pre-conferences

9th international conference on scientific education research

Pre-conference Collaborative Research with Teachers in Science Education

 Pre-conference for new researchers

Inscriptions

 Registration required (limited number of attendees: 50).

Registration confirmed after paiement of the ESERA 2011 conference fees.

Registration is closed

Registration required (limited number of attendees: 80).

Registration confirmed after paiement of the ESERA 2011 conference fees.

In Lyon, the French Institute of Education (IFÉ, the former Institut National de Recherche Pédagogique) conducts collaborative empirical research with working teachers. Indeed, the Institute hires experienced teachers as partners in its research teams. These teachers participate in all aspects of the research process. They are also responsible for defining the needs of schools and they contribute to the design of teaching/learning materials. Such methodological approaches have been discussed in educational research, and are characterized by different names such as Didactic Engineering (Artigue 1988), Design Experiment (Brown 1992; Collins, 1992) or Design-Based Research (Wang & Hannafin 2005).

Collaborative research is both heuristic and pragmatic (Astolfi 1993). It produces (a) scientific knowledge and expertise, (b) innovative teaching and learning resources, (c) teacher-training courses that can be offered at a national level. It also provides an opportunity for bridging the gap between theory and practice in science education. Collaborative research raises several methodological and epistemological issues for science education researchers: How does one manage such collaborative research projects? What kinds of difficulties are faced by the research teams? What contributions are expected from the teachers and from the researchers? What is the nature of the knowledge produced? To what extent is this knowledge relevant?

ESERA2011 invites you to address these questions during the pre-conference: “Collaborative Research with Teachers in Science Education”. This pre-conference will take place at the French Institute of Education (IFé). This pre-conference meeting will offer the opportunity to present case studies and to discuss the different models of collaborative research in science education that involve teachers as partners.

Programme

The pre-conference aimed at new researchers will be organized in Lyon by a team from Grenoble (University of Grenoble, LIG-MeTAH) and chaired by a panel of three éditors : John Gilbert, Editor of the ‘International Journal of Science Education’ (IJSE), Gregory Kelly, Editor of ‘Science Education’, and Justin Dillon, co-editor of IJSE.

In light of their international involvement, these editors will share their expertise in publishing in science education with an audience of new researchers. This session will provide invaluable aid for these early-career researchers in a difficult climate for employment and career development.

The goal is to provide insight development for new researchers regarding publishing in professional journals. This pre-conference workshop will provide advice from the Editors regarding publication in IJSE and Science education in particular, and publishing in scholarly research journals more generally. The two hours program will include a presentation by the editors about publication followed by an extended period of questions, answers, and discussion.

Contact : 

michele.prieur@ens-lyon.fr  

rejane.monod-ansaldi@ens-lyon.fr