Learning in Science Group, University Of Cyprus

The Learning in Science Group (LSG) at the University of Cyprus conducts a coordinated program of research, curriculum design and teacher education. The group builds on considerable scholarship generated by long-standing work over the course of 30 years both at local and international level with significant contributions to the wider Science and Technology Education literature. More specifically, the Learning in Science Group has participated in
EU-funded projects continuously since 1998, with emphasis on Science with and for Society activities, while promoting educational research, innovation, and professional learning.

The group has developed expertise in studying reflective inquiry as a process for science learning, utilising in-depth investigations of student understanding, analysing patterns of thinking and identifying the barriers that students of various ages (primary, secondary and higher education) encounter in their effort to construct meaning. Related emphasis has been given to how learners develop reasoning and in particular the use of modelling to construct knowledge and understanding. The Group also holds extensive experience with designing curriculum materials in STEAM with a
strong science outreach footprint in society. In the past, the group’s projects involved the development of (a) web-based learning environments for reflective inquiry, (b) science communication initiatives, (c) facilitating and sustaining professional learning communities in their efforts to promote evidence-based educational innovations, and (d) undertaking a leadership role in dissemination and knowledge exploitation actions.

Currently, the research activity of the group can be articulated as serving the following major priorities:
(a) collaboration with practising teachers and preparation of future teachers to teach science
and technology as socially relevant processes of inquiry;
(b) developing support and motivation mechanisms for achieving improvement of student
learning and interest in science with an emphasis on personally relevant teaching-learning sequences, formative and summative assessment tools and technology-enhanced learning;
(c) creating opportunities for nurturing the development of reasoning strategies that embrace
inclusivity and multiliteracy, science-related competences and 21st century skills, including argumentation, communication, creativity and critical thinking skills;
(d) undertaking Science Communication activities to promote science-informed discourse on socio-scientific issues and to counteract disinformation and misinformation tendencies.

As a research group, we aim to attract collaboration and develop synergies that generate novelty and promote interdisciplinary approaches to tackling challenging issues in educational research and science communication. Our purpose is to provide a signature in society, invest in science communication research and promote effective science learning that enhances future citizens’ agency and empowerment.