STEME

25-26 November 2015

Deakin University, Melbourne City Centre
Level 3, 550 Bourke Street, Melbourne

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Keynote Speakers

Julianne Lynch
Senior Lecturer in Curriculum and Pedagogy
Deakin University

Julianne Lynch’s research takes a critical sociological approach to exploring the emergence of educational practices and to theorising curriculum innovation, with a particular emphasis on marginalised practices and everyday innovation. Her recent projects focus on place-based learning with geo-location technologies, school-community partnerships in environmental education, mobile touch-screen devices in literacy education, and innovation and teacher change in play-based literacy education. In this presentation, she draws on her research encounters with schools and classrooms, together with contemporary movements in social theory and research, to propose a conceptualisation of ‘place- based inquiry’. She draws on three synergistic areas of theory to frame a practice that recognises the more- than-representational work of research and how this work might be harnessed in more explicit and more deliberate ways to support educational change. She writes: “I tentatively characterise this practice as that of an inhabitant-researcher … who attempts to engage research participants in both decolonising and reinhabiting encounters, and to make contributions that are both critical and generative, representational and more-than- representational”.

Professor Annette Gough
Emeritus Professor in Science and Environmental Education
RMIT University

Professor Annette Gough brings a disruptive perspective to her research and writing in environmental, sustainability and science education, and posthuman and gender studies. Since the 1980s she has engaged in critical and poststructuralist educational research aimed at understanding, uncovering, illuminating, and/or transforming how educational aims, dilemmas, tensions and hopes are related to social divisions and power differentials. Research in these areas entails paying attention to issues of epistemology, truth, validity, perspective and justice. As such, it often involves a focus on issues related to oppressed groups in society: feminist, race, social class, queer, ability, age, body shape, non- English speaking. This presentation draws on the methodological lessons learned across her research and other studies.

2.40 pm Issues of design in video capture methodologies – Chair: Susie Groves

• Using video to examine the practices of teachers as they teach across subject boundaries – Linda Hobbs et al.
• Seeing through the eyes of the teacher: Investigating primary teachers’ professional noticing through a video based methodology – Lihua Xu, Wanty Widjaja, Wendy Jobling, Jun Li
• The wired classroom as ‘laboratory’: Entailments and consequences – Radhika Gorur

3.50 pm Short Break

4.00 pm Capturing student reasoning through video – Chair: Russell Tytler

• Issues of design and analysis in video capture of student learning through representation in a digital environment – Connie Cirkony
• Investigating ‘non-formal’ reasoning in science through video based analysis of classroom interactions – Lihua Xu & Joseph Ferguson
• The use of multiple video sources to capture students’ virtual and real actions: Developing an understanding of students’ scientific reasoning as embodied and distribute –  Joseph Ferguson & George Aranda

6.00 pm Dinner – Chloe’s Restaurant, Young and Jacksons

Friday 26 November