Author: Asera Active

ASERA invites its members to submit an Expression of Interest (EOI) for the association’s designated session slot at the 2027 NARST Annual Conference, which will take place in the United States. If you have a session idea that would engage and benefit the wider science education research community, we strongly encourage you to apply.

Session Formats & Details

NARST allows a wide variety of formats for administratively approved sessions, including:

• Workshops
• Town halls
• Panel discussions
• Thematic poster sessions
• Social events and other interactive session structures

While most sessions will be held during the in-person event, we may also consider proposals for formats better tailored to the virtual conference day.

How to Submit an EOI

To submit an Expression of Interest, please send a brief proposal structured according to NARST’s guidelines to info@asera.org.au by Monday, 14 September 2026.

Please ensure your EOI contains the following details:

• Title of the proposed session
• Session format (e.g., workshop, panel, town hall, thematic poster session)
• Abstract / description summarising the session
• Contributors (names and institutional affiliations, if available)
• Additional relevant context to assist ASERA in evaluating your proposal

Following the submission deadline, ASERA will evaluate all EOIs and select one proposal to submit officially through the NARST conference portal.

Important Notes

Please note that ASERA’s slot grants the opportunity to present at the conference only; ASERA does not cover travel, accommodation, conference registration, or other attendance fees.

Join us for a National Science Week online webinar! 

How do we bring Aboriginal and First Nations’ knowledge systems into genuine conversation with canonical science in ways that are meaningful and responsive?

The Monash Science Education in the Anthropocene Impact Lab and the Science Education Research Group is thrilled to host a panel of expert educators and practitioners working across a variety of settings, sharing insights from a range of collaborative projects and educational contexts.

You’ll hear from expert educators and practitioners working across diverse settings as they share key insights, success stories, and practical learnings from a range of collaborative projects and educational initiatives.

For more information and to register for this free event, visit: https://www.scienceweek.net.au/event/showcasing-first-nations-and-aboriginal-knowledge-in-science-education/?preview=true

Dear colleagues,

You are warmly invited to participate in a research survey exploring junior secondary science teacher perceptions of assessment practices in Years 7–10 across Australian schools.

This study seeks to better understand how science teachers perceive current teaching, learning, and assessment practices. It aims to develop a broad picture of pedagogical approaches, assessment types, and curriculum coverage across a range of school contexts.

About the survey

Participation involves completing a short, anonymous online survey (approximately 15 minutes). The survey asks about your everyday teaching, learning, and assessment practices, including the types of assessment tasks you use and how these relate to learning and curriculum implementation.

No identifying information will be collected. All responses will remain confidential and will be reported only in aggregated form.

Voluntary participation

Participation is entirely voluntary. You may choose not to participate at any time, and this will have no consequences for you or your school.

Accessing the survey

To participate, please follow the survey link below:

[Survey link]

Ethical approval

This research project has been reviewed by the Queensland University of Technology and has been approved as exempt from ethical review (#10739) in accordance with the National Statement (2025).

Research team

Associate Professor Alberto Bellocchi
Dr Danielle Gordon
Associate Professor James Davis
Associate Professor Senka Henderson

We invite members of your organisation to participate in an Australian Research Council (ARC) funded study that is seeking to understand the professional education (professional development and re-specialisation opportunities) ecosystem for secondary school teachers who are teaching out-of-field (OOF), that is, teaching subjects that don’t match their qualifications. Our study investigates the following:

• Professional education uptake 
• How schools prioritise OOF teacher learning 
• How policy contributes to the culture surrounding professional education for OOF teachers 
• The roles of stakeholders in providing professional development  
• Re-specialisation courses and the discourses around professional education

We are also interested in what attracts teachers and schools to engage with professional education designed to develop capability for teachers to be more in-field. Our project aims to model the ecology of an education system that values diverse pathways for teachers to build capability and gain additional specialisation.

Our team consists of researchers from six universities: Deakin University, University of Tasmania, Macquarie University, Monash University, University of Queensland and University of Sunshine Coast. 

Our project website will disseminate the findings of the project: https://www.scope-t.org

We are adopting a mixed-methods design for this study to understand what is currently occurring, where are the gaps and what is needed now and in the future, and who needs to be involved in shifting the culture of professional education for out-of-field teachers.  We invite members of your organisation to participate in an anonymous National Survey investigating perceptions of the ecosystem of professional education for teachers teaching out-of-field. You have the option of following up with an interview after the survey – click the link at the end of the survey.

Further details are provided in the Plain Language Statement accessible in the online organisational consent form.

We request your assistance with distribution of the following invitation to your members or an appropriate person within your organisation. Distribution can be through your social media, newsletter, or email to members. Text for each of these options are provided below.

If you are willing to distribute the invitation to your members, please complete the organisational consent form before you do so. Provide your organisational consent to distribute the survey on this online consent form.

To complete the survey yourself, please click on this link and you will be provided with a Plain Language Statement and you will be asked to consent to participating in the survey. This is the link: National Survey

If you have any questions about the research, please use the contact details below. 

Kind regards,

Professor Linda Hobbs

Lead Investigator

For the SCOPE-T team

School of Education

Faculty of Arts and Education

Deakin University

The second call for abstracts is now open for the 8th International Council of Associations for Science Education (ICASE) World Conference on Science and Technology Education, to be held 22–26 June 2026 at University College Cork, Ireland. The conference theme, Addressing the Challenges of Science and Technology Education, will bring together researchers, educators, and industry partners to discuss current issues and developments in science and technology education across early childhood, school, and tertiary contexts.

Submissions are invited for oral and poster presentations across a broad range of areas including artificial intelligence in science education, curriculum and assessment, sustainability and climate change, teacher education and professional development, laboratory and practical work, technology in science education, and international collaborations in science education research.

Abstracts (250 words) should be submitted via the conference website by 31 March 2026. Submissions will be reviewed on a rolling basis until the program is full.

Further information and submission details are available at: https://icaseonline.net/icase2026/

Submissions are invited for a Special Issue of the Journal of Science Education and Technology titled “Integrating Generative AI into Scientific Practices and Its Implications for Science Education.”

The Special Issue explores how generative AI is reshaping scientific practices and what these developments mean for science education, particularly in K–12 contexts. Please feel free to reach out to Joonhyeong (joonhyeong.park@nie.edu.sg) if you have any inquiries. 

Abstract deadline: 31 May 2026

Guest Editors:

Joonhyeong Park (Nanyang Technological University, Singapore)

Farhan Ali (Nanyang Technological University, Singapore)

Sibel Erduran (University of Oxford, UK)

Submission details:

https://link.springer.com/collections/eehhgegdha

A joint position paper by the Australian Science Teachers Association (ASTA), the Australian Geography Teachers Association (AGTA), and the Australian Association for Environmental Education (AAEE), has juse been released. This paper, calls for a stronger, research-informed approach to climate change education in Australian schools.

The paper emphasises the urgent need for explicit, coherent, and age-appropriate climate change education across F–12 curricula. It outlines strategies to help students develop a deep understanding of climate science, critical thinking skills, and the agency to engage with environmental challenges in their communities.

This collaborative effort reflects a shared commitment among educators to prepare students for a changing world, ensuring that climate literacy is central to teaching across science, geography, and environmental education.

Read the full position paper here: ASTA, AGTA & AAEE Climate Change Education Position Paper

The EASE Conference 2026 will be held from 29–30 May 2026, bringing together leading researchers, educators, and early-career scholars to explore the frontiers of STEAM education in the context of artificial intelligence. Hosted by The Education University of Hong Kong, this year’s international conference—on the theme “STEAM Education in the Age of Artificial Intelligence”—provides a dynamic platform for interdisciplinary dialogue, sharing best practices, and showcasing cutting-edge research that aims to positively impact learners and communities across East Asia and beyond.

Over the course of the event, participants will engage in keynote speeches by renowned experts, panel discussions, research presentations, and teacher forums designed to inspire collaboration, professional development, and innovative thinking in STEAM curriculum, AI-enhanced teaching and learning, equity and inclusion, and more. With a rich program of sessions and opportunities for networking, EASE 2026 promises to be a stimulating and impactful gathering for the global education research community. Visit the official conference website for details on registration and the full program: https://ease2026.eduhk.hk/

ATEA’s 2026 Conference, Transforming Teacher Education: Preparing Teachers to be the Subjects and Agents of Change, will be hosted by Griffith University on the Gold Coast from 1–3 July 2026. Set on Kombumerri Country within the Gold Coast Health and Knowledge Precinct, the conference will open with a Welcome to Country by Elder and Songwoman Dr Candace Kruger.

The program will bring together leading scholars and educators to explore the evolving role of teacher education in a rapidly changing world, with strands addressing artificial intelligence, Indigenous knowledges, democracy, sustainability, neurodiversity, wellbeing, and creativity. Featuring keynote addresses, an Early Career Researcher Day, and diverse presentation formats, ATEA26 promises rich dialogue, collaboration, and inspiration in a world-class campus setting close to beaches, transport, and accommodation

More information can be found here

ASERA is pleased to offer a Travel Award to support members attending ASERA57, to be held in Brisbane, Australia, 30 June – 3 July 2026. Recognising the financial challenges of conference participation, the award covers registration fees plus up to $500 for travel expenses.

The award aims to:

• Promote attendance and active participation at the ASERA conference.
• Support graduate research students and early career researchers from a range of institutions and regions.

Eligibility:

• Current ASERA members or those willing to join.
• Graduate research students and early career researchers (ECRs, as defined by ARC guidelines, including consideration of career interruptions).
• At least one accepted conference paper where the applicant is the first author.
• Attendance for the full conference.

Applications will be assessed on abstract quality, statement of need, and quality of outcomes described.

Key dates:

• Applications close: 28 February 2026
• Recipients notified: 10 April 2026

This is a fantastic opportunity to join the ASERA community, share your research, and engage with colleagues across Australia, New Zealand, and beyond.

Full details, including eligibility criteria and application deadlines, are provided in the online application form.