ASERA: brief histor(y/ies)

White, Richard; Gardner, Paul L.; Carr, Margaret; Jones, Alister; Appleton, Ken; Fleer, Marilyn; Redman, Christine; Dawson, Vaille; Chang, Wen-Hua; Ritchie, Stephen M.

doi:10.1007/s11422-008-9164-3

Cited by 2 publications

(1 citation statement)

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“…2) It is impossible not to be impressed by his energy and genuine interest in almost everything. He seems almost totally unthreatened by anyone else's ideas or views, and is 1 An issue of the journal Cultural Studies of Science Education devoted a significant part of one issue in 2009 to accounts of the nature and evolution of ASERA, and to articles about each of four major ASERA figures, including Peter of course (see in particular Gunstone, 2009;Ritchie, 2009;White et al, 2009).…”

Section: Some Concluding Thoughtsmentioning

confidence: 99%

Peter Fensham—Remarkable Colleague and Friend for 49 Years

Gunstone

2022

Res Sci Educ

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One of Peter's many remarkable attributes was that he held strongly to some core values that permeated all the wide spectrum of his life's work (which, for all his global influence in science education, also went far beyond this). The best illustration of this in the context of science education comes from Peter's own words.Given that Peter was initially a chemistry academic, some of the research and development for which he was widely known was in chemistry education. Consequently, in 2013, the Journal of Chemical Education published an interview with Peter as the eminent Chemistry Education researcher he was (Cardellini, 2013). The interviewer's final question to Peter was a more personal one, and reflected Peter's well-known religious perspectives on life:Interviewer: Has your religious upbringing and outlook affected your efforts and subsequent great achievements in education?Peter's reply speaks loudly to his commitment to his central life values:Peter: Social justice is central to my religious understanding. Education systems in almost all countries are renowned for being inequitable, and this, to me, is something that is contrary to my understanding of the religious intention for society. This widespread inequity is the big field of my endeavours in education. More specifically, scientific knowledge is a major source of human empowerment, and this empowerment has too often been confined to a few and not shared more widely in society.

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Section: Some Concluding Thoughtsmentioning

confidence: 99%