New Perspectives in Science Education
Jennifer Johnston
Institution: University of Lincoln
Country: United Kingdom
Jennifer is a Senior Lecturer in the School of Education, at the University of Lincoln. Within the School of Education, Jennifer contributes to the School Centred Initial Teacher Training (SCITT) programmes, doctoral supervision, Master and EdD level teaching.
As a member of the Science and Technology Education Group (STEG), Jennifer undertakes research in the area of science education. In particular Jennifer’s research interests include science and mathematics integration, peer and co-operative learning, learning science and teacher education.
Jennifer holds a PhD in science education and is a qualified science teacher. Jennifer’s PhD research focused on utilising pre-service science teachers in a Peer Learning programme in undergraduate introductory physics with a particular focus on the student teachers’ conceptual understanding of physics.
Before joining the University of Lincoln, Jennifer worked as the Head of Education and Director of School Placement at St. Patrick’s College, Thurles, Ireland. St. Patrick’s College, Thurles specialises in concurrent Initial Teacher Education qualifying teachers at post-primary level.
Prior to working at St. Patrick’s College, Thurles, Jennifer worked as a Senior Project Officer in Teaching and Learning Science at EPI-STEM the National Centre for STEM Education, at the University of Limerick, Ireland. Jennifer contributed to the development of evidence-based innovative research projects in science teaching and learning at primary, secondary and at third level education during her time at the National centre. Key projects included investigating Inquiry Based Science Education (IBSE) in second level science, developing and delivering science education CPD workshops, investigating assessment methods in Junior Cycle science, implementing Peer Learning programmes at third level, collaborating in projects with both national and international institutions and utilising technology to develop a collaborative approach to the teaching and learning of science and mathematics at second level.
Areas of expertise: Science education, peer and co-operative learning, and teacher education.
Professional Affiliations
European Science Education Research Association (ESERA) — Associate member
International Society for Scholarship of Teaching and Learning (ISSoTL) — member
American Association of Physics Teachers (AAPT) — Associate member
Institute of Physics (IOP) — Associate member
As a member of the Science and Technology Education Group (STEG), Jennifer undertakes research in the area of science education. In particular Jennifer’s research interests include science and mathematics integration, peer and co-operative learning, learning science and teacher education.
Jennifer holds a PhD in science education and is a qualified science teacher. Jennifer’s PhD research focused on utilising pre-service science teachers in a Peer Learning programme in undergraduate introductory physics with a particular focus on the student teachers’ conceptual understanding of physics.
Before joining the University of Lincoln, Jennifer worked as the Head of Education and Director of School Placement at St. Patrick’s College, Thurles, Ireland. St. Patrick’s College, Thurles specialises in concurrent Initial Teacher Education qualifying teachers at post-primary level.
Prior to working at St. Patrick’s College, Thurles, Jennifer worked as a Senior Project Officer in Teaching and Learning Science at EPI-STEM the National Centre for STEM Education, at the University of Limerick, Ireland. Jennifer contributed to the development of evidence-based innovative research projects in science teaching and learning at primary, secondary and at third level education during her time at the National centre. Key projects included investigating Inquiry Based Science Education (IBSE) in second level science, developing and delivering science education CPD workshops, investigating assessment methods in Junior Cycle science, implementing Peer Learning programmes at third level, collaborating in projects with both national and international institutions and utilising technology to develop a collaborative approach to the teaching and learning of science and mathematics at second level.
Areas of expertise: Science education, peer and co-operative learning, and teacher education.
Professional Affiliations
European Science Education Research Association (ESERA) — Associate member
International Society for Scholarship of Teaching and Learning (ISSoTL) — member
American Association of Physics Teachers (AAPT) — Associate member
Institute of Physics (IOP) — Associate member
