Dr. Joanne Broggy

I am a graduate of the concurrent science education course (Biological Science with Physics) in the University of Limerick and also completed my PhD on the use of Concept Mapping and their role in problem solving and use of scientific language in UL. Since then I have been employed in Epi•Stem as a Projects Officer in the Teaching and Learning of Science and I am also a Lecturer in Science Education where I work with science student teachers.

My research interests include the use of effective teaching methodologies to engage students (at all educational levels) in conceptual understanding of science. This includes inquiry methods, strategies for supporting use of scientific language and more recently the use of argumentation in the science classroom. I am very interested in effective teacher education – both pre – and in-service which led me to be involved in building school-university partnerships. My work also includes the development and running of CPD and workshops for teachers to help improve the teaching and learning of science at all levels.

Current Research Projects Include:

• A collaborative project with Epi•Stem and Kerry Education Service to Develop Investigation skills of Junior Certificate Science Students in Coursework A in preparation for Coursework B. Project Leader involved in the development of qualitative research instruments and five CPD sessions annually.
• Teaching Enquiry with Mystery Incorporated. An FP7 project with Dr. Peter Childs, Dr. Orla Mc Cormack and Dr. Anne O’Dwyer, University of Limerick.
• Chain Reaction: A sustainable appraoch to Inquiry Based Science Education (ChReact). An FP7 project with Dr. John O’Reilly, Louise Lehane (University of Limerick) and the NCCA.
• Epi•Stem & NCCA Collaboration – Senior Cycle Physical Sciences Revised Syllabuses. This collaborative project is aimed at designing and developing a programme of Continued Professional Development (CPD) for teachers which focus on developing teachers’ skills in designing and incorporating activities that develop and promote the ‘key skills’ within the new senior cycle Physical Science revised syllabuses.
• Insights into Irish teachers’ and students’ perceptions and attitudes towards scientific inquiry in post-primary schools with Dr. John O’Reilly and Louise Lehane, Dept. of Ed and Prof Studies, UL.
• Partnership in Learning between University and School (PLUS UL) with the Department of Education and Professional Studies, University of Limerick.

• • Broggy, J. & Johnston, J. (2013) Changing Times for the Junior Certificate Science Curriculum – Promoting Student Understanding Through the Use of Creative and teacher – Led Continuous Professional Development (CPD), paper presented at the Educational Studies Association of Ireland (ESAI) Conference, Limerick, Ireland 21st – 23rd March.

• Makic, S., Childs, P., Broggy, J. & Bolte, C. (2012) How to Deal with Linguistic Issues in Chemistry Classes, in Eilks, I. & Hofstein, A. (Eds.) Chemistry Education – A Study Book, Rotterdam: Sense Publishers.
• Broggy, J., Boyle, R. & Forde, J. (2012) The Teacher and Student Voice – Practical Assessment in the Current Junior Certificate Curriculum, paper presented at the International Organisation for Science and Technology Education Mini – Symposium, Limerick, Ireland, 18th – 20th April.
• Broggy, J. (2012) Effective Physics Pedagogy for Changing Times, paper presented at the Educational Studies Association of Ireland (ESAI) Conference, Cork, Ireland, 29th – 31st March.
• Broggy, J., Johnston, J. & Mc Clelland, G. (2011) Improving the Teaching and Learning of Science Through a Unique Partnership: A Model Approach, paper presented at the Educational Studies Association of Ireland (ESAI) Conference, Dublin, Ireland, 14th – 16th April.
• Broggy, J. and Mc Clelland, G. (2010) Using Concept Maps to Investigate the Knowledge Structure of Pre Service Science Teachers, in Tchibozo, G. (Ed.) Proceedings of the 2nd Paris International Conference on Education, Economy and Society, Volume 2, Strasbourg: Analytrics: 93 – 107.