Conference Presentations by Cliona Murphy
The booklet includes the programme of the symposium held at University of Limerick, Ireland at EP... more The booklet includes the programme of the symposium held at University of Limerick, Ireland at EPI-STEM, the National Centre of STEM Education, on nature of science in science education.
Papers by Cliona Murphy
Education Sciences, 2019
This paper examines the influences of professional development activities on important teacher-le... more This paper examines the influences of professional development activities on important teacher-level factors that are important for the use of Information and Communication Technology (ICT) in education for primary school teachers in Mongolia. The study utilizes the survey data collected in 2012 (n = 826) and 2016 (n = 1161) to identify the changes in factors that are important to the use of ICT in education. The study result shows that six teacher level factors that are important for the ICT integration have been improved over time through professional development activities. These are professional competency in educational use of ICT, collaboration for ICT integration, benefits on use of ICT, autonomy to innovate, recognition as a professional, and skills and practices in educational use of ICT. This provides supporting evidence to educational practitioners for the implementation of effective professional development programs to promote ICT integration in education, especially in ...
EGU General Assembly Conference Abstracts, Apr 1, 2019
Interdisciplinary Journal of Environmental and Science Education, 2021
One o f the aims o f this research was to explore NoS conceptions amongst pre-service and novice ... more One o f the aims o f this research was to explore NoS conceptions amongst pre-service and novice teachers and to establish the extent to which their pupils developed more contemporary Nose conceptions, when taught about NoS through explicit means. The study also considered the effects of explicitly teaching NoS on beginning teachers' approaches to and perceptions o f teaching science and on their pupil's reflections o f school science. A mixture of qualitative and quantitative methodologies, which included questionnaires, group interviews and written reflections, was utilised to explore the research questions. There were four phases in the research. Phase one aimed at developing nineteen preservice primary teachers' NoS conceptions. The extent to which these nineteen preservice teachers planned and explicitly taught aspects o f NoS over the course of their final teaching practice was addressed in the second phase. The third phase compared the extent to which four beginni...
European Early Childhood Education Research Journal, 2020
OpenBU http://open.bu.edu Wheelock College of Education & Human Development BU Open Access Articl... more OpenBU http://open.bu.edu Wheelock College of Education & Human Development BU Open Access Articles 2020-11-01 'We practise every day': parents' attitudes towards early science learning and education amon...
Environmental Education Research, 2020
Research suggests that innovative and engaging professional development is instrumental in suppor... more Research suggests that innovative and engaging professional development is instrumental in supporting teachers in developing their competence and confidence in teaching sustainability. An international initiative was developed to explore whether a competencies-oriented Education for Sustainable Development (ESD) professional development model was transferable across three different international contexts (Ireland, Germany and Mexico). This paper reports on the adaptation of this model within the Irish context, through the development of an innovative professional development programme for primary teachers. Through a mixed-methods approach which gathered data via pre-and post-programme surveys, teachers' reflective journals and post-programme group interviews, the paper explores Irish primary school teachers' experiences of, and attitudes towards, teaching sustainability through science education after participation in a professional development programme. The findings suggest that this programme, structured around the existing evidence for effective professional development in science education and ESD, positively influences teachers' self-efficacy, supports teachers' critical engagement with sustainability competencies and promotes the development of transformative pedagogies for sustainability through Inquiry-Based Science Education.
Cogent Education, 2015
This study investigates how a two-year continuing professional development (CPD) programme, with ... more This study investigates how a two-year continuing professional development (CPD) programme, with an emphasis on teaching about science through inquiry, impacted the experiences of, approaches to and attitudes towards teaching science of 17 primary teachers in Dublin. Data sources included interview, questionnaire and reflective journal strategies. Data gathering focussed primarily on enabling teachers to reflect on their experiences of teaching about science through inquiry while implementing the Irish primary science curriculum. Teachers were also asked to consider their own changes in teaching science, as change in practice is a key indicator of successful professional intervention. Encouragingly the findings have shown that participation in this CPD programme appears to have been central to empowering these Dublin teachers to break away from rather traditional, didactic, theory-laden views of science teaching and to tackle more child-led, openended modes of learning. The data also revealed a number of aspects of the CPD model which the teachers perceived to be beneficial at translating inquiry into their
Research in Science Education, 2019
This paper explores the effect teachers’ participation in a targeted inquiry-based/nature of scie... more This paper explores the effect teachers’ participation in a targeted inquiry-based/nature of science (NoS) continuing professional development programme had on Irish primary children’s experiences of scientific inquiry and developing conceptions of NoS. Data were gathered from 459 children from 10 Dublin schools. The findings revealed that their teachers’ engagement with the targeted professional development programme had positive effects on the children’s experiences of scientific inquiry and on their developing NoS conceptions. It was apparent that professional development methodologies were effectively implemented throughout the school year. which led to a significant increase in these children’s engagement with more child-led inquiry-based approaches and a significant decrease in engagement with more teacher-led methodologies. Furthermore, engagement with the professional development methodologies resulted in the children developing more elaborate conceptions regarding ‘general ...
Real Science for Young Scientists is a collection of science inquiries to support teachers in tea... more Real Science for Young Scientists is a collection of science inquiries to support teachers in teaching about the Nature of Science. Engagement with the different inquiries throughout the programme will provide children with opportunities to; develop their understanding about science and the work of scientists; develop their scientific skills and knowledge; work collaboratively with their peers; reflect on, investigate and attempt to answer scientific questions that are relevant to their every day lives; develop their reflection and dialogical skills; use a range of mathematical skills when gathering, interpreting, analysing and reporting the different inquiries that they encounter
Research in Science Education, 2011
Irish Educational Studies, 2007
Research in Science Education, 2011
Albion: A Quarterly Journal Concerned with British Studies, 1992
Journal of interventional cardiac electrophysiology : an international journal of arrhythmias and pacing, 2016
The sinoatrial node, or sinus node, of humans is the principal pacemaker of the heart. Over the l... more The sinoatrial node, or sinus node, of humans is the principal pacemaker of the heart. Over the last century, studies have unraveled the complex molecular architecture of the sinus node and the expression of unique ion channels within its specialized myocytes. Aim of this review is to describe the embriology, the anatomy, the histology and the electrophisiology of the sinus node.
Women's Studies, 2001
... 752 CLÍONA MURPHY ... 754 CLIONA MURPHY ... She complained that at Erril [Monaghan] school li... more ... 752 CLÍONA MURPHY ... 754 CLIONA MURPHY ... She complained that at Erril [Monaghan] school literature was placed in a book "which contained a lamentation for four criminals recently hanged," and, in a school in Cork, an inflammatory pamphlet was found, which stated "let the ...
Women's History Review, 1997
Abstract This article examines the relationship between the various Irish women's suffra... more Abstract This article examines the relationship between the various Irish women's suffrage societies and the Christian churches. It looks at the attitudes of particular suffragists, organised groups and the clergy to the questions of not only granting women the vote but ...
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Conference Presentations by Cliona Murphy
Papers by Cliona Murphy