Many thanks to Linda Darby, lecturer in science education in the School, for being my next Q&A subject. These Q&A posts will assist me greatly when focussing some attention (and budget money) on specific research and teaching interests of those in the School.
What are your teaching/research interests?
Science education is both my research and teaching interest. I try to find connections between my research and teaching, otherwise there is not much time to do both. I am currently completing my PhD, which is on how the culture of the subject (science and mathematics) shapes teachers’ pedagogy, as well as their sense of themselves as doers, learners and teachers of the subject.
Website/online resource you regard as indispensable?
For my teaching, it is a Deakin University online resource for their students, which gives student teachers a compendium of science ideas and groovy activities you can use to teach them. It is research based, which means that research about children’s ideas and how they approach the learning of these ideas is well represented. It provides a good base for teachers during the course and when they are trying to teach science.
For my research, I actually find Google Scholar great because it includes so many types of sources, both academic and not so academic. It also indicates where the article has been cited (not exhaustive, but enough), so it provides a pathway to how the ideas in the article has contributed to academic discussions. Although I can’t access journal articles from this space, I can then go into the library website and use the “Find it” tool – this is such a time saver!
A favourite educationalist/author/theorist and why.
This changes regularly and is not really specific to a particular individual, but are more likely to be multiple authors that inform my thinking at the time. I can’t say I necessarily subscribe to anything, particularly in my teaching, except maybe Vygotskian notions of social constructivism – not very inventive.
In my PhD research I read various writings on the relationship between the individual and culture, such as Schein, Lave (and Wenger), Ball & Lacey. Looking more on the individual side, I like Deweyan notions of aesthetic experience, that is, when applied to the teacher, not necessarily as part of the student learning experience. Various authors are emerging here, which I find interesting, particularly coming out of Scandinavia (Wickman, Bostrom, Jakobson). These ideas can tend to creep into my teaching as well.
Where do you do most of your teaching preparation/research?
As a part-time lecturer who is usually teaching while I am on campus, some of my initial or final stages of preparation are done in my office, in close proximity to the printer and photocopier.
As a science ed lecturer with no lab technician this means hours of preparation of science equipment, which can take place in the prep room and lab, in the supermarket, or Mitre 10, or Dick Smiths Electronics. The bulk of my headwork is in the car. Most of my written work is at home in some space that is warm and cosy.
My research is done wherever I can – self imposed writing retreats either at home or by the beach have been good. Access to the internet is an imperative when conceptualising, looking for ideas and fleshing out. When I am writing, no internet is an imperative – email is such a distraction…
How do you find out about newly published research?
I receive some key journals in my area. Also conferences are pivotal, but expensive.
What are you reading right now?
My thesis.
Are professional networks important to your research/teaching? How?
Professional networks are crucial, which is why I attend conferences. It is important to not just look in my backyard, but to look further afield and become familiar with the progress of research internationally, so international conferences have been useful in making links with other academics. Australian based subject association conferences are both informing of my research and teaching. I usually quite enjoy local or university based conferences, particularly those sessions that are outside of my interests – the newness can provide interesting insights. You also get to know what is inside your next door neighbours’ heads, shelves and computers.
Describe your personal library.
On the shelf it is pretty thin. More impressive is my Virtual library – journal articles etc. My Endnote library is impressive.
Wikipedia or Encyclopedia Britannica?
Not a fan of Wikipedia, much to my students’ disgust! Except to get a general idea of what an area might be, then I feel compelled to find a more reputable source. I do prefer a book version for some things – eg. geographic information. Plus I like the clear plastic sheets that show different systems in the human body.
Something you’d like your students to know and understand about the Library?
How to search a journal for appropriate activities, theory and latest thinking in science eudcation. For example, a professional journal that is a valuable research for teachers of science is “Teaching Science” – I would love for them to be able to search for articles within the journal.
Endnote – get them using this from the beginning.
Favourite journal?
Research in Science Education – it has featured many Australian authors in the past, but it is becoming more international lately, not such a bad thing but it does change the flavour of it. It also features a variety of research methodologies, which some of the other international journals are less likely to represent, such as qualitative, ethnographic type research.
Something you’d like to change about the Library?
My knowledge of it. Having only started this year I am still working out how to access journals through the library interface. Also, it is poorly resourced in science education publications and resources – we are working on this!
link in the catalogue entry.
Posted by Gary 
Posted by Gary 
Posted by Gary 
