Tag Archives: Graduate

ESERA Summer School 2019

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As part of my Fulbright stay in Germany this summer, I was fortunate to have the opportunity to participate in the European Science Education Research Association‘s 2019 summer school for graduate students. Held June 4-9 in Crete, Greece, the summer school brought together nearly 50 doctoral students and 20 faculty mentors from around the world to support graduate-level science education research. During the event, I gave an invited plenary talk on results of Fulbright-supported PISA-focused research and served as a faculty mentor. The event was highly engaging and presented an outstanding opportunity to learn about and advance high-quality science education research focused on many different topics spanning grade levels and disciplinary domains. It was great work with faculty colleagues from across Europe in service of the goals and mission of this annual event. Kudos to Dimitris Stavrou, Professor of Science Education at the Department of Primary Education, University of Crete, and Chair of the organizing committee, for putting together a productive program and offering Crete as an amazing site for the summer school!

Invited grad colloquium in Cyprus

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This past weekend, I was fortunate to have the opportunity to travel from Kiel, Germany to Nicosia, Cyprus at the invitation of colleagues in the School of Humanities, Social, and Education Sciences at the European University-Cyprus. Each spring, the Department of Education Sciences holds day-long colloquium for Ph.D. students with a focus on enhancing their education research skills and sharing international perspectives on education research. I had the pleasure of presenting and facilitating a working session on the role of theory in education research. My presentation, entitled, “Theory in Education Research: The Reciprocity of Scholarly Thought and Action”, focused on some foundational ideas about the reciprocal relationship between theory and empirical research. As part of the session, students used examples from current CliMES project and PISA analyses to explore these ideas through concrete examples. This was an engaging ‘value-added’ opportunity made possible by my Fulbright and really fun to think explicitly about some of these aspects of our scholarly work that become increasingly internalized over time. Many thanks to Prof. Loucas Louca for the invitation to make the quick trip to Cyprus.

First CliMES project publication

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The CliMES team is excited to share our first project publication, which appears in the December issue of the Green Schools Catalyst Quarterly, a publication of the Green Schools National Network. In this article, we provide an overview of the CliMES project, as well as a primer on the findings from the literature review in which we are currently engaged focused on K-16 climate education. This issue, entitled Climate Literacy: Educating with the Future in Mind, focuses on climate education and includes contributions from an array of esteemed science education colleagues, including some of our CliMES project advisory board members. We very much appreciate the opportunity to contribute to this important issue and the broader conversation about climate education in K-12 classrooms.

Bhattacharya, D., Carroll-Steward, K., Sutter, A., Chandler, M., & Forbes, C.T. (2018). Climate literacy: Insights from research on K-16 climate education. Green Schools Catalyst Quarterly, V(4), 26-35.

Tina Vo 2016-17 CADRE Fellow

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MoHSES logo Congratulations to Tina Vo on being selected as a 2016-17 CADRE Fellow!  This wonderful experience, administered by the Community for Advancing Discovery Research in Education (CADRE) and open to graduate students funded on NSF DRK-12 projects, will afford many productive opportunities to network and develop skills that will enhance Tina’s preparation for early-career research and teaching.  Tina has worked on the MoHSES project for the past 4 years as a graduate assistant, first as a masters student at the University of Iowa and now as a Ph.D. student at UNL.  She is currently involved in a significant number of research studies investigating both student and teacher dimensions of MoHSES work focused on model-based teaching and learning about water systems at the elementary level.  She has also contributed to other externally-funded water education projects, including NE WETS and WELS2.