Research Type: Research Projects

A personal epistemology is an individual’s set of beliefs about the nature of knowledge and knowing (Hofer 2000; Brownlee et al. 2011). These beliefs address questions such as: Where does knowledge come from? What counts as knowledge? Does knowledge change? Is knowledge isolated and simple or integrated and complex?
Researcher: Liam Guilfoyle

Science Teachers’ Thinking

Abstract: A personal epistemology is an individual’s set of beliefs about the nature of knowledge and knowing (Hofer 2000; Brownlee et al. 2011). These beliefs address questions such as: Where does knowledge come from? What counts as knowledge? Does knowledge change? Is knowledge isolated and simple or integrated and complex? One might expect that science teachers would have sophisticated beliefs about the nature and knowledge and knowing, but some researchers have found that the opposite appears to be the case. Recent research suggests that pre-service (student) science teachers tend to hold more naïve personal epistemologies when compared with other undergraduate students of science, students in other disciplines (Kang 2008; Liu and Tsai 2008) and pre-service teachers in other disciplines (Sjølie 2014). It has been acknowledged that personal epistemologies act as a filter for new information and a guide for action (Fives 2011). Many researchers noted the existence of a relationship between personal epistemologies, teachers’ ‘teaching beliefs’ and their actual practice (Muis 2004; Brownlee et al 2011), however very few turned the epistemological research lens on the century-old issue of the theory-practice divide that is experienced in the teaching profession (Joram 2007; Sjølie 2014).

Educational theory, often referred to as education research or education studies, is widely viewed as core and fundamental to the education and to the work of a teacher (Furlong 2013). However, concern has existed for decades regarding student teachers apparent dismissal of this element of their teacher education (Dewey 1903; Korthagen 2007; Anderson and Freebody 2010). In the Irish context, there has been a dearth of research about student teachers perceptions of educational theory (Clarke et al. 2012) and internationally attempts to ‘bridge the divide’ in teacher education appear to have had little impact (Brower and Korthagen 2005). Only Joram (2007) and Sjølie (2014) have questioned the need to examine and develop personal epistemologies of teachers as a way of addressing this issue, but considerably more research is required.

In addressing this gap in the research literature, this project will longitudinally explore pre-service science teachers’ personal epistemologies and perceptions of educational theory. Initially, at the beginning of their final year in teacher education and prior to their final school placement, a written instrument will be administered to an entire cohort of pre-service science teachers. This will include a Discipline Focused Epistemic Belief Questionnaire (Hofer 2000) and two written responses. A sample of 10 participants will then be selected for interview to probe these responses and garner a deep qualitative description of participants’ views on knowledge in science and education studies. This process will be repeated at the end of the teacher education degree programme and after one year of in-service teaching experience. Data from these 3 time points will be analysed to explore and understand any changes that occur in participants thinking over time and if any relationship exists between changes in their personal epistemology and how they perceive educational theory at various times.

Researcher: Liam Guilfoyle
Commencement Date: 2014
End Date: 2018

A research evaluation study of the Celebrate Science Festival 2014 was undertaken by Michelle Starr and Liam Guilfoyle, EPI-STEM and was funded by Science Foundation Ireland. The Celebrate Science Festival was held during science week, November 9th – 16th 2014.
Researchers: Michelle Starr and Liam Guilfoyle

Celebrate Science Festival

Abstract: A research evaluation study of the Celebrate Science Festival 2014 was undertaken by Michelle Starr and Liam Guilfoyle, EPI-STEM and was funded by Science Foundation Ireland. The Celebrate Science Festival was held during science week, November 9th – 16th 2014.

Eight SFI research Centres and their academic colleagues in departments and research centres in UL, UCC, UCD, TCD & NUIG collaborated to celebrate the power of science during science week with the Celebrate Science Festival. Organised by the education and public engagement staff in SFI’s Research Centres in Cork, Limerick, Dublin and Galway and funded through SFI Research Centres Education and Public Engagement programme, the Celebrate Science festival’s mission was to demystify science and make it accessible for the public by building strong links between the scientific research communities and the general public to showcase the power of science.

The evaluation utilised data from surveys with visitors, teachers and volunteers; interviews with volunteers; sticky note remarks from visitors; attendance recording methods and web/social media traffic. A report has been prepared and presented to SFI which discusses the key findings of the evaluation.

Researchers: Michelle Starr and Liam Guilfoyle

Although the Maths Eye initiative has been positively received by schools, students, adult learners and the wider community, the evidence to support this is so far only anecdotal. The purpose of this research is to establish whether or not the initiative of Maths Eyes contributes to increasing the mathematical confidence and whether or not influences a positive change in attitudes of those who engage in the programme.
Researcher: Ms Aoife Smith BSc

Maths Eyes

Background:
Math Eyes is an initiative developed by Dr Terry Maguire. The idea came about when she was completing her doctoral thesis in 2000. She came across a book entitled Through Mathematical Eyes – Exploring Functional Relationships in Math and Science (Ritchhart 1997) which she further developed as an approach to making real life maths more visible. The concept of Maths Eyes as a resource to enhance mathematical numeracy and literacy1 in schools is currently being disseminated through education centres across the country of Ireland. Learners using Maths Eyes – an Innovative Approach to Building a Positive Image of Mathematics Handbook are encouraged to develop their Maths Eyes through different projects such as maths trails, carrying out maths investigations, making sense of maths problem pictures and posters and keeping a maths diary. By engaging in projects such as these, learners also develop increased positive attitude towards maths and strengthened mathematical confidence. Increased confidence will contribute to the national interest of raising mathematical achievement2.

Research Problem:
Although the initiative has been positively received by schools, students, adult learners and the wider community, the evidence to support this is so far only anecdotal. The purpose of this research is to establish whether or not the initiative of Maths Eyes contributes to increasing the mathematical confidence and whether or not influences a positive change in attitudes of those who engage in the programme.

 Aims:

• To investigate the effects of participation in Maths Eyes projects, on the attitudes and confidence of those involved.
• To promote Maths Eyes initiative for use in primary and secondary schools, adult learning environments and the wider community.
• To develop a theoretical framework, based on Maths Eyes, to improve numeracy and literacy levels.

Work to be done:
The perception of attitudes and the definition of what is meant by being “mathematically confident” will be investigated through research of literature. This research will be employed to determine appropriate methods to identify and analyse the attitudes and confidence of participants. Pre and post analysis of the attitudes and confidences levels of the participants will be conducted. It is envisaged that a theoretical framework will be developed in response to the need for improved numeracy and literacy levels for life long learning.

Methods to be used:
The anticipated methodology for the project comprises of action research and practitioner research. It is also envisaged that a grounded theory approach will be undertaken to develop a theoretical framework through the analysis of data. Data collection will require the use of interviews, surveys and assessments of participant achievement.

Novel aspects:
The whole concept of ‘Maths Eyes’ is novel as an approach to teaching and learning in mathematics but especially to integrating numeracy and literacy in primary and Post (Primary schools) Junior Cycle. The approach is receiving attention in Australia and New Zealand and is currently being trialled in Austrian schools. There is no vehicle for integrating numeracy across the curriculum in Ireland and this looks like a promising vehicle with the added dimension of taking care of affective issues in student learning.

Further information may be obtained from:
Ms Aoife Smith BSc
Email: aoife.smith@ul.ie

A report by the Higher Education Authority (HEA, 2014), states that the non-progression rates of students from Level 8, University degree programs has remained at 9% from 2007 to 2011. It goes on to inform how the successful completion of the first year of undergraduate study is key to going on to achieve a Higher Education qualification. To facilitate the reduction of this non-progression rate, Universities should be committed to enhancing and strengthening the approaches to teaching and learning which they employ.

This research project sets out to ascertain successful progression, to work towards achieving the aims set out by the Engaged Learning strategy and to enhance students’ learning experiences during General Chemistry.
Researcher: Aishling Flaherty

Pedagogical Interventions

Abstract: A report by the Higher Education Authority (HEA, 2014), states that the non-progression rates of students from Level 8, University degree programs has remained at 9% from 2007 to 2011. It goes on to inform how the successful completion of the first year of undergraduate study is key to going on to achieve a Higher Education qualification. To facilitate the reduction of this non-progression rate, Universities should be committed to enhancing and strengthening the approaches to teaching and learning which they employ.

In keeping with the long term goal set out by the National Strategy for Higher Education to 2030 to provide students with access to teaching “that has been kept up to date and relevant through scholarship, research and professional development” (2011, pg.11) the University of Limerick has pledged its commitment to meet and exceed this ambition through the establishment of the Engaged Learning; Learning and Assessment Strategy 2014-2018. Stream 1 of this strategy aims “offer students a wider choice and new modes of provision through strategic developments in technology enhanced learning and continuing professional education” (2014, pg. 14).

The increasing infiltration of students into third-level institutions in Ireland every year is resulting in the extensive diversification of the student landscape in terms of students’ previous learning experiences, previous academic achievements and contrasting learning styles (Darmody & Fleming, 2009). The work of the Chemical Education Research Group (CERG) at the University of Limerick highlights the expansive array of the learning needs of students enrolled in first year, General Chemistry modules that must be addressed to ensure students’ successful progression (Regan et al, 2011, Hayes and Childs, 2010).

This research project sets out to ascertain successful progression, to work towards achieving the aims set out by the Engaged Learning strategy and to enhance students’ learning experiences during General Chemistry.

1. Darmody, M., & Fleming, B. (2009). ‘The balancing act’ – Irish part-time undergraduate students in higher education. Irish Educational Studies, 28(1), 67-83.
2. Hayes, S. & Childs, P. (2010) ‘Retaining Weaker Students; A Pilot Project in Chemistry at the University of Limerick.’ Contemporary science education research; learning and assessment, 353.
3. Higher Education Authority (2014) Higher Education System Performance Volume 1 2014-2016, Dublin: National Office for Equity of Access to Higher Education, Higher Education Authority.
4. Regan, A., Childs, P., & Hayes, S. (2011) ‘The use of an intervention program to improve undergraduates’ chemical knowledge and address their misconceptions.’ Chem. Educ. Res. Pract., Vol 12(2), pp 219-227
5. Report of the Strategy Group (2011) National Strategy for Higher Education 2030, Dublin: Department of Education and Skills
6. University of Limerick (2014) Engaged Learning; Learning and Assessment Strategy2014-2018.

Researcher: Aishling Flaherty
Commencement Date: September 2014
End Date:  August 2017

The investigation of misconceptions in Biology has been a substantive feature of the work of the Science Education research community for the past 30 years. The importance of investigating misconceptions is emphasised by the number of pre-service teachers, qualified teachers and teacher educators that possess misconceptions and are transferring these misconceptions to the students they teach. Misconceptions are a major concern as students’ ability to learn new scientific information depends greatly on their pre-existing beliefs. It is this knowledge that determines what new knowledge they can construct and retain, therefore what they already know about a topic will either enhance or hinder their learning of the correct body of knowledge. Science and Technology have become a major focus of government policy, and hence Science education is becoming increasingly important in Ireland
Researcher: Elaine Galvin

Misconceptions in Biology

Abstract: The investigation of misconceptions in Biology has been a substantive feature of the work of the Science Education research community for the past 30 years. The importance of investigating misconceptions is emphasised by the number of pre-service teachers, qualified teachers and teacher educators that possess misconceptions and are transferring these misconceptions to the students they teach. Misconceptions are a major concern as students’ ability to learn new scientific information depends greatly on their pre-existing beliefs. It is this knowledge that determines what new knowledge they can construct and retain, therefore what they already know about a topic will either enhance or hinder their learning of the correct body of knowledge. Science and Technology have become a major focus of government policy, and hence Science education is becoming increasingly important in Ireland.

The purpose of this investigation was to identify the misconceptions in Biology that students, pre-service teachers and qualified teachers hold. It was then hoped to determine what contributes to the formation of these misconceptions. Finally, it was intended to develop, implement and evaluate materials and strategies that aimed at identifying and overcoming misconceptions in the learning and understanding of the particular topics for students and teachers in Ireland.

There were three distinct phases in this investigation. Phase one involved the development of a paper and pencil diagnostic test to identify the misconceptions present among Irish senior cycle students, pre-service teachers and qualified teachers. The diagnostic test consisted of different types of questions on different topics in Biology that were found to have misconceptions among participants in International studies. Findings from this phase indicate the presence of misconceptions amongst all three groups. However, the qualified teachers held fewer misconceptions and answered more questions correctly than the other two groups.

Phase two of this investigation involved the observation of qualified teachers teaching, to determine what strategies and resources may be contributing to the formation of their students’ misconceptions. An additional pedagogy module was developed and delivered to third year pre-service teachers in the University of Limerick. This module aimed at creating awareness of misconceptions; what they are, how they are developed, identified and overcome. This phase also involved the development of a website resource to make the information and resources available to teachers already in the classrooms. Results from phase two indicate that qualified teachers are either unaware or unconcerned with using specific strategies and resources in the classroom to identify and overcome their students’ misconceptions and were found to be very reliant on their textbook and examination papers. The results from the evaluation form indicate that the additional pedagogy module was very effective in helping pre-service teachers become more familiar with misconceptions and how to eliminate them in their own classrooms.

Phase three of this investigation involved the development of lesson guides. These lesson guides were designed with a conceptual change approach teaching in mind. The lesson guides were used by pre-service teachers to teach transition year students while on their fourth year teaching practice to see if the strategies and resources used would address the students’ misconceptions and advance their conceptual understanding. A pre and post identification instrument was developed which consisted of two tier multiple choice questions, open ended questions and drawings. The findings indicate that the experiment groups’ conceptual understanding was significantly better than the control groups which were taught using a didactic approach when the post tests were analysed. The teachers that completed the additional pedagogy module, when observed used a variety of resources, used specific teaching strategies to identify and overcome misconceptions and did not place reliance on textbooks and examination papers. The effectiveness of the website was evaluated using a likert scale. The results indicate that the website was a useful and valuable resource, but more example lesson plans are required.

Researcher: Elaine Galvin
Commencement date: August 2012
End Date: June 2015

Science and mathematics are closely related in the physical world, yet as school subjects they can be quite separate. Science and mathematics integration has been recommended as a way to increase student conceptual understanding of, interest in, and motivation to learn both subjects. Hence this research has been concerned with the design, development and evaluation of a model for science and mathematics integration.
Researcher: Gráinne Walshe

Integrated Science and Mathematics

Abstract: Science and mathematics are closely related in the physical world, yet as school subjects they can be quite separate. Science and mathematics integration has been recommended as a way to increase student conceptual understanding of, interest in, and motivation to learn both subjects. Hence this research has been concerned with the design, development and evaluation of a model for science and mathematics integration. The model consists of a Syllabus Map of the overlapping content on the lower-secondary level (Junior Cycle) science and mathematics curricula, a Teaching and Learning Sequence for overlapping science and mathematics content and skills, and a series of Critical Integrated Skills Activities for science classrooms. Formative evaluation of the Syllabus Map, Integrated Sequence, and exemplary curriculum materials has been carried out with educational experts, principals and teachers in a design research approach. The outcome is a set of design principles for the development of integrated mathematics into science materials. The findings also indicate that while the model offers a practical and coherent approach to integration of mathematics into science, its adoption may be constrained by attitudinal, contextual and affective factors.

Researcher: Gráinne Walshe
Commencement date: December 2010
End date: Spring Semester 2015

My PhD thesis investigates the effectiveness of video games for teaching nature of science (NoS) in secondary school level. Nature of science (NoS) is one of the predominant research areas in science education and it has gain great importance in the past few decades. Definitions of NoS presented in the literature are diverse but it basically refers philosophy of science and addresses the questions what makes science ‘science’ and how science works?
Researcher: Onur Imren

Nature of Science

Incorporating Nature of Science in Science Teacher Education

Abstract: A central component of scientific literacy is having an adequate understanding of the ‘Nature of Science’ [NOS] (AAAS 1990, 1993, Klopfer 1969). Developing NOS understanding is one of the most commonly stated objectives for science education (Abd-El-Khalick and Lederman 2000).  The importance of this objective has recently been addressed in the proposed reform of the Irish Junior Cycle (middle school) Science curriculum, where the ‘Nature of Science’ (NOS) theme is an overarching feature of all teaching and learning in the draft curriculum document for consultation. Addressing NOS is now a key concern for initial teacher education programmes in Ireland, as it will be pivotal to its successful incorporation in the science classroom. To address NOS in Initial Teacher Science education programmes, a purpose built programme is being designed in this PhD research that will begin pre-service teachers thinking of NOS. The strategy will involve the development of assessment questions that teachers can use to promote learning of NOS in their own science classrooms. The programme will be theoretically based on an NOS model of the Family Resemblance Approach which highlights science as a cognitive-epistemic and a social-institutional system.

Researcher: Alison Cullinane
Commencement Date: November 2014
End Date: November 2018