Professor Bronwen Cowie
Director Wilf Malcolm Institute of Educational Research, Associate Dean Research
Qualifications: BSc, MSc, PhD
My research is focussed on classroom interactions and learning, with an emphasis on Assessment for Learning in science and technology classrooms and culturally responsive pedagogy in science education. This aspect of my research is underpinned by a sociocultural view of learning. I have explored the affordances of information and communication technologies in and for primary science and in the provision of feedback in writing. My research is carried out in collaboration with colleagues and teachers; I value the depth of understanding and insight that collaboration brings.
Student teacher learning about assessment is another area of interest. I am currently involved in a four-nation study – with colleagues here and in Canada, Australia and the UK. I am also involved in an Australia-New Zealand study investigating what might be threshold concepts to understanding equity and inclusion in teacher education.
I use a range of research data generation and analysis processes depending on the research question/s. These include classroom (video) observation, interviews, focus groups, the use of drawing and photography as well as large scale surveys.
I would welcome queries about any of these topics and approaches.
Otrel-Cass, K., & Cowie, B. (2019). The materiality of materials and artefacts used in science classrooms. In C. Milne, & K. Scantlebury (Eds.), Materials Practice and Materiality: Too Long Ignored in Science Education (pp. 25-37). Springer.
Mildenhall, P., Cowie, B., & Sherriff, B. (2018). A STEM extended learning project to raise awareness of social justice in a Year 3 primary classroom. International Journal of Science Education. doi:10.1080/09500693.2018.1560514
Cowie, B., Harrison, C., & Willis, J. (2018). Supporting teacher responsiveness in assessment for learning through disciplined noticing. Curriculum Journal. doi:10.1080/09585176.2018.1481442
Cowie, B., & Khoo, E. (2018). An ecological approach to understanding assessment for learning in support of student Writing achievement. Frontiers in Education, 3, 1-13. doi:10.3389/feduc.2018.00011 Open Access version: https://hdl.handle.net/10289/11888
Find more research publications by Bronwen Cowie
|Name||  ||Extn.||  ||Username||  ||Room||  ||Department|
|Cowie, Prof Bronwen||4987||bcowie||TW.1.10||Division of Education|
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