I am a Lecturer at the University of Alberta. My research interests include the role of Procedural Knowledge (especially Concepts of Evidence) in science teaching and indigenous science; the role of gender, ethnicity, and socioeconomic status on the understanding of Procedural Knowledge; the decolonization of Concepts of Evidence; approaches to evidence in watershed management; equity, diversity, and inclusion in science education; and sustainability and environmental education.
I am an Associate Professor in the Department of Integrated Studies in Education at McGill University. My research and teaching encompass several interconnected areas: interactions between Islam, science, culture and education; science and integrated STEM education; equity, diversity, and inclusion in science pedagogy; and supporting learners with learning difficulties. Currently, I am collaborating with Indigenous scholars to integrate Indigenous epistemologies and practices related to environmental sustainability into science and mathematics education.
I am Assistant Professor at the Université de l’Ontario français, where I teach in the Bachelor of Education program. I am interested in relational, affective, and material approaches to teaching and learning in science education contexts, with a focus on socio-ecological justice.
I am an Associate Professor at Brandon University who has served SERG in many roles in the past. This year, I will be supporting Dr. El Halwany as we put together our SERG Annual Conference Program as Program Co-Director. I teach courses on science education, curriculum, and pedagogy, and my research focuses on teachers’ beliefs about the epistemic aspects of science.
I am a PhD student in the Department of Integrated Studies in Education at McGill University. I have an interdisciplinary background (Law & Environmental Studies) and I came to Science Education after 8 years of working in informal STEM education in Physics and Astronomy. My research interests include equity and justice in STEM education, science identity, informal science learning, and inclusive science communication.
I am a recent PhD graduate, from the Department of Chemistry at Queen’s University. The focus of my chemistry education PhD is on the affective experiences of students in teaching laboratories. My research interests include chemistry education, teaching laboratories, student voice, affective experiences. Outside of research I enjoy engaging in science outreach creating science escape rooms, science shows and interactive science activities.
I am a PhD candidate in Curriculum and Pedagogy at the Ontario Institute for Studies in Education (OISE), University of Toronto. My research interests centre on mathematics and numeracy education in postsecondary settings, with particular attention to financial numeracy, mathematical reasoning, and the connections between mathematics education and everyday, workplace, and civic life. I am also interested in mathematics teaching and learning, curriculum development, and the meaningful integration of digital technologies in mathematics education.
I am a PhD candidate in Curriculum and Pedagogy at the Ontario Institute for Studies in Education. My research focuses on how science teachers critically reflect on the ways their assumptions, positionality, and experiences shape their teaching beliefs. Alongside my research, I work as an occasional teacher with the Toronto District School Board and I serve as a board member for the Science Writers and Communicators of Canada.
I am a PhD student in Educational Studies at McGill University. I hold a bachelor’s degree in International Development and an MA in Science and Technology Studies. My research interests relate to inclusive pedagogies and youths’ diverse epistemologies in informal science learning contexts.