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Personal profile

Biography

Connie Cirkony is a research fellow with the Q Project in the Faculty of Education at Monash University, investigating how educators use evidence in their practice. She has a background in education, science and environmental education, and education policy. Connie has instructed pre- and in-service teachers in Australia and Canada, at Deakin University, the University of British Columbia, and the University of Victoria. She has also drafted and informed education policy at provincial, national, and international levels. Her PhD research in science education is about improving students learning experiences around contemporary socio-scientific issues in digital learning environments. 

Research area keywords

  • Evidence-informed Practice
  • Education curriculum pedagogy
  • Science Education
  • Environmental and Sustainability Education
  • Digital learning
  • Representation Construction Pedagogy

Network Recent external collaboration on country level. Dive into details by clicking on the dots.

Research Output

Students learning science: representation construction in a digital environment

Cirkony, C., 2 Jan 2020, In : Environmental Education Research. 26, 1, p. 150-151 2 p.

Research output: Contribution to journalArticleOtherpeer-review

Open Access

Towards quality use of evidence in education

Rickinson, M., Walsh, L., Cirkony, C., Gleeson, J. & Salisbury, M., 2020, In : The Australian Educational Leader. 42, 2, p. 24-28 4 p.

Research output: Contribution to journalArticleOther

The use of video ethnography in an inquiry-based blended science classroom

Cirkony, C. & Hubber, P., 2019, Video-based Research in Education: Cross-Disciplinary Perspectives. Xu, L., Aranda, G., Widjaja, W. & Clarke, D. (eds.). 1st ed. Abingdon Oxon UK: Routledge, p. 140-157 18 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Researchpeer-review

Teaching using student-generated representations in science

Kenny, J. & Cirkony, C., 2018, Teaching Secondary Science: Theory & Practice. Woolcott, G. & Whannell, R. (eds.). 1st ed. Cambridge UK: Cambridge University Press, p. 141-159 19 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

Using representations in the science classroom

Kenny, J. & Cirkony, C., 2018, Teaching Secondary Science: Theory & Practice. Woolcott, G. & Whannell, R. (eds.). 1st ed. Cambridge UK: Cambridge University Press, p. 348-374 27 p.

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review