New Perspectives in Science Education

Edition 13


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Maria Immaculata Maya Febri

Institution: Norwegian University of Science and Technology

Country: Norway

Dr. Maria I.M. Febri is Associate Professor at Department of Teacher Education, Faculty of Social and Educational Sciences at Norwegian University of Science and Technology (NTNU).

Dr. Febri has a PhD degree from University Grenoble I, France in physics, materials science and structure, in the subject of synthesis and characterization of rare earth based magnetic alloys. In her subsequent career, Dr. Febri worked as researcher in Material Science Research Center in Jakarta, Indonesia, her home country, continuing the development of new, advanced magnetic materials. She has experience in planning, coordinating and leading research project team and been member of referee committee for scientific publication.

In 2007, Dr. Febri went into teaching career in Norway where she now lives. She had teaching experience in at various level, in high school and initial teacher education at university. From 2012 until now, she works as science teacher educator and researcher, especially teaching pre-service science teachers for primary and lower secondary school, at bachelor and master level. Her present research concerns pre- and in-service teacher professional development regarding implementation of inquiry-based pedagogy and understanding of physics concepts.

Dr. Febri has participated in curriculum development of various science teacher-training programs at bachelor and master level. Since 2010 she has taken part in several EU funded projects: PRIMAS (Promoting Inquiry in Mathematics and Science education across Europe), mascil (Mathematics and Science for life), FaSMEd (Formative Assessment in Science and Mathematics Education) and IncluSMe (Intercultural learning in Science and Mathematics initial teacher education), in addition to some national projects.

Areas of expertise: science/ physics education, inquiry-based learning, teacher professional development, formative assessment

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