Associate Professor, Deakin University, Australia
Coral Campbell is an Associate Professor in the School of Education at Deakin University. Coral has worked in partnership with many early childhood centres and schools locally and has contributed to an enhancement of early childhood science education through the development of early childhood units (science, science and technology, science and the environment, and STEM). She has co-edited a text in Early Childhood Science Education – the first in Australia and now on its third revision. Coral is the current Early Childhood Science SIG Coordinator (with Estelle Blanquet) for the European Science Education Research Association. In 2017, she was awarded a Research Fellowship from the Association for Graduates of Early Childhood Studies to undertake research at the LUMA Centre at the University of Helsinki. Across 2017-2019 Coral has provided in excess of 15 STEM workshops for early childhood teachers across Australia.
Associate Professor, University of Bordeaux, France
Estelle Blanquet is an associate professor in science education at the Institut National Supérieur du Professorat et de l’Education d’Aquitaine (INSPE) of the University of Bordeaux (France). Her main research interests are the nature of science at the primary school level and the study of experimental inquiry practices in Kindergarten. She has been training Kindergarten and elementary school teachers in science since 2000. She is a part of the French e-Fran-funded project Perseverons and is co-coordinator of the SIG Early Years Science for the ESERA conference.
Christine D. Tippett
Associate Professor, University of Ottawa, Canada
Christine D. Tippett is an associate professor of science education in the Faculty of Education at the University of Ottawa in Ontario. She was an engineer before she obtained her teaching degree, which influences her ways of thinking about science education. She has taught K–8 students as well as teacher candidates and graduate students. Her research interests include visual representations, science education for all students, and professional development for science educators (preservice, inservice, and informal). Her current projects focus on preservice science teachers’ images of engineers, assessment of representational competence, and early childhood STEM education. She is past president of the Science Education Research Group (SERG, a special interest group of the Canadian Society for the Study of Education) and is actively involved in the Association for Science Teacher Education (ASTE). Dr. Tippett has co-authored a number of articles on early childhood STEM with Dr. Milford.
Graduate Researcher, The University of Melbourne, Australia
Cristina Guarrella is a graduate researcher at The University of Melbourne. Her research interests include early childhood science education, the role of social media in teacher professional learning and measuring the impact of science interventions on young children’s learning outcomes.
Todd M. Milford
Associate Professor, University of Victoria, Canada
Todd M. Milford is an associate professor in the Faculty of Education at the University of Victoria in British Columbia. He has been teaching at the postsecondary level since 2005 primarily in the areas of science education, mathematics education, and classroom assessment. His research has been and continues to be varied; however, the constant theme is using data and data analysis to help teachers and students in the Pre-K to Grade 12 classroom. He has published most recently about STEM learning in early childhood (Tippett & Milford, 2017), science education in Canada (Tippett & Milford, 2019), the use of mathematical applications in the classroom (Larkin & Milford, 2019) and the design and validation of an early childhood classroom observation protocol (Milford & Tippett, 2015). He is past president of the Science Education Research Group (a special interest group of the Canadian Society for the Study of Education).
Roxana Yanez Gonzalez
Doctoral Candidate, University of Ottawa, Canada
Roxana Yanez Gonzalez is a doctoral candidate in the Faculty of Education at the University of Ottawa. Her main research interests are science and STEM in the early years and early childhood education for sustainability. Roxana completed her Bachelor of Education degree in Ecuador, her country of origin, and her master’s degree in Intercultural Education at the Freie Universitat Berlin. After moving back to Ecuador, Roxana worked as a middle school teacher at the German School in Quito where she developed a hands-on teaching approach. After moving permanently to Ottawa, Roxana obtained an early childhood education diploma and worked in a variety of early childhood settings over the past thirteen years including daycare centres and kindergarten classrooms. Roxana continued her studies at the University of Ottawa where completed a MEd program. Roxana teaches regularly in early childhood education programs at Algonquin College and at CÉGEP Heritage.
Doctoral Candidate, Deakin University, Australia
Chris Speldewinde is an anthropologist, primary school teacher, doctoral candidate and teacher educator at Deakin University. His current doctoral research examines the Australian bush kinder movement (a new version of European forest schools), how science and STEM teaching and learning is experienced, and children’s creativity in this context. He is currently involved with multi-university research teams investigating issues in early childhood, primary and secondary school education, particularly outdoor education, digital literacy, and STEM education. He also has research interests in transitions between early childhood services and primary schools; the implications of teachers teaching out of field; policy and governance in education; and the role of educators in early childhood and primary school education. He has also published in these areas.
Lecturer, Linköping University, Sweden
Johanna Frejd is a lecturer in preschool teacher training programs with a particular focus on science and technology education, and has also taught K-5. Her recent doctoral thesis explored six-year-old children’s meaning-making processes about evolution in collaborative interactions. Overall, her research focuses on how to stimulate young children’s meaning making in science through, for example, picture books, materials, and playful activities.
Sue Dale Tunnicliffe
Reader in Science Education, University College London, England
Dr Sue Dale Tunnicliffe is a zoologist as well as a Reader in Science Education, University College London Institute of Education (UCL IOE). She has taught in schools, to all ages, as well as at the university level, and has published widely in the field of science education. Sue was co-founder and first editor of the Journal of Emergent Science. She is presently working on STEM in play and is Chair of the Commonwealth Association for Science, Technology and Maths Educators.
Associate Professor, The University of Western Australia, Australia
Dr. Christine Howitt is an associate professor in early childhood science education in the Graduate School of Education at The University of Western Australia. Christine’s research focuses on young children's science learning in informal contexts and the use of photobooks to enhance science identity. Christine has published 5 books, 20 book chapters and 25 peer–reviewed journal articles. In 2019, she wrote the first Early Childhood Science review of 100 research articles for Oxford Bibliographies in Education. Being passionate about making science accessible to all, Christine has published numerous early childhood science books including textbooks (Science in Early Childhood, 4th edition, 2020), teacher resources (Planting the Seeds of Science, 2010; Eyes Wide Open, 2020) and a children’s story book (Science is Everywhere, 2010). She has also won various teaching excellence awards at the university, state and national level for her innovative and engaging teaching in early childhood science education.
Professor, National Pingtung University, Taiwan
Ya-Ling Chen is a full professor in the Department of Early Childhood Education at National Pingtung University. She obtained a PhD in Curriculum and Instruction at the University of Madison-Wisconsin. Her research interests include early childhood science curriculum and instruction; early childhood bilingual education; and school, family, and community partnerships.
Hanno van Keulen
Professor, Windesheim University of Applied Science, The Netherlands
Hanno van Keulen currently is a professor of education at Windesheim University of Applied Science. He received his PhD from the Department of Chemistry of Utrecht University and specialized in inquiry and design-based learning and in educational development. His research in STEM education focuses on ways to co-develop language skills, social and executive skills, cultural sensitivity and creativity, and in this way to contribute to an inclusive and sustainable society. Hanno van Keulen is editor-in-chief of the European Journal of STEM Education.
Amauri Betini Bartoszeck
Associate Professor, Universidade Federal do Paraná, Brazil
Amauri Betini Bartoszeck is an associate professor of neuroscience and emergent science education with the Biological Sciences Institute at the Universidade Federal do Paraná in Curitiba, Paraná, Brazil. He is also a Fellow of the Royal Society of Biology (London, UK). Dr. Bartoszeck serves an editorial role with European Journal of Educational Research and Educere Revista da Educação, among other international journals. His work with young children focuses on young children’s drawings, particularly with regards to children’s conceptual understanding as conveyed by visual representations.
Kathy Cabe Trundle
Professor, Utah State University, United States
Bio will be added soon.
University Lecturer and Researcher, University of Helsinki, Finland
Jenni Vartiainen (Ph.D.) is a researcher and a lecturer at the University of Helsinki. Her research interests are young children’s playful science and math education, scientific literacy, and children’s multiliteracy practices. She is especially interested in pedagogies that utilize stories and play to support young children's inquiry processes. Jenni has ten years of experience in teacher education at the University of Helsinki. She has contributed to several scientific publications and also worked in the field of the popularization of science. Jenni has written fictional science books for children, pedagogical guides for teachers and she has also co-written the manuscripts for four children’s science and math TV-shows and acted in those.
Head of the Science Education Program, The National Teacher Center for STEM Education in Preschool, Bar-Ilan University, Israel
Bio will be added soon.
Assistant Professor, Ryerson University, Canada
Susan Jagger is an Associate Professor in the School of Early Childhood Studies at Ryerson University. Her research interests include environmental education, learning gardens, community mapping, poststructuralism and deconstruction, informal learning, science education, children's participation, participatory research, and arts-informed research approaches. Currently she is working with and in an urban elementary school to longitudinally explore the strengths and challenges of urban school gardening, map children's evolving environmental attitudes and actions, and engage children as researchers of their school garden and nature in their community.
Academic Vice President, National Pingtung University, Taiwan
Bio will be added soon.
Senior Researcher, State Scholarship Foundation, Greece
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Assistant Professor, National Pingtung University (Taiwan)
Bio will be added soon.