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Georgiou, Helen Dr.

Lecturer, Science Education

  • Associate Member - LCT Centre for Knowledge-Building 2017 - 2020
  • Honorary Lecturer - School of Physics, The University of Sydney 2016 - 2019
  • Centre for Higher Education Research, Innovation and Impact (CHERII), Faculty of Social Sciences Research Group 2018 - 2019

Top Publications

Research Overview

  • Dr Helen Georgiou is a lecturer in science education and former high school physics teacher. Helen’s research focuses on how to describe and develop student understanding in science, particularly in areas which consistently cause problems for students. Her PhD, from The University of Sydney, looked at student understanding of thermodynamics and is entitled ‘Doing Positive Work: on student understanding of thermodynamics’. A unique element of Helen’s current research involves drawing from an epistemological framework known as Legitimation Code Theory to explore the nature of scientific knowledge in various educational contexts. This approach is able to make certain knowledge claims and practices more explicit, reducing the risk of misunderstanding and disengagement in science. Other research interests include diagnosing misconceptions, assessing new instructional techniques, and analysing student explanations. She also has an interest in female representation in science (particularly physics) and professional learning through peer observation (in higher education).

Available as Research Supervisor

Selected Publications

  • Journal Article

    Year Title
    2018
    Digital Explanation as Assessment in University Science
    Published In
    Research in Science Education
    Volume
    Online First
    Pages
    1 - 28
    2017
    Peer review of teaching: What features matter? A case study within STEM faculties
    Published In
    Innovations in Education and Teaching International
    Volume
    Online first
    Pages
    1 - 11
    ISSN
    1355-8005
    2017
    Watching the pendulum swing: Changes in the NSW physics curriculum and consequences for the discipline
    Published In
    Australian Physics
    Volume
    54
    Pages
    214 - 218
    ISSN
    1837-5375
    2015
    Does using active learning in thermodynamics lectures improve students' conceptual understanding and learning experiences?
    Published In
    European Journal of Physics
    Volume
    36
    Pages
    015020-1 - 015020-13
    ISSN
    0143-0807
    2015
    Shifting towards inquiry-orientated learning in a high school outreach program
    Published In
    International Journal of Innovation in Science and Mathematics Education
    Volume
    23
    Pages
    63 - 74
    ISSN
    2200-4270
    2014
    Recovering knowledge for science education research: Exploring the “Icarus effect” in student work
    Published In
    Canadian Journal of Science, Mathematics and Technology Education
    Volume
    14
    Pages
    252 - 268
    ISSN
    1492-6156
    2012
    University students’ understanding of thermal physics in everyday contexts
    Published In
    International Journal of Science and Mathematics Education
    Volume
    10
    Pages
    1119 - 1142
    ISSN
    1571-0068
    2010
    A report on a preliminary diagnostic for identifying thermal physics conceptions of tertiary students
    Published In
    International Journal of Innovation in Science and Mathematics Education
    Volume
    18
    Pages
    32 - 51
    ISSN
    2200-4270

  • Chapter

    Year Title
    2016
    Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics
    Published In
    Knowledge-building: Educational studies in Legitimation Code Theory
    Publisher
    Routledge
    Pages
    176 - 192

  • Conference Paper

    Year Title
    2018
    Supporting Physics Teachers to Deliver the New High School Certificate Syllabus: What are the Priorities?
    Published In
    2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)
    Pages
    798 - 801

Available as Research Supervisor

Advisees

  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy (Integrated) Understanding Blended Learning: Investigating a Sustainable Framework for Blended Learning from the Perspective of a Small Island Nation Ali, Ramiz
    Doctor of Education Technology Across Subject Areas: Investigating Implementation of Effective Innovative Digital Pedagogies Sirianni, Frank

Top Publications

Research Overview

  • Dr Helen Georgiou is a lecturer in science education and former high school physics teacher. Helen’s research focuses on how to describe and develop student understanding in science, particularly in areas which consistently cause problems for students. Her PhD, from The University of Sydney, looked at student understanding of thermodynamics and is entitled ‘Doing Positive Work: on student understanding of thermodynamics’. A unique element of Helen’s current research involves drawing from an epistemological framework known as Legitimation Code Theory to explore the nature of scientific knowledge in various educational contexts. This approach is able to make certain knowledge claims and practices more explicit, reducing the risk of misunderstanding and disengagement in science. Other research interests include diagnosing misconceptions, assessing new instructional techniques, and analysing student explanations. She also has an interest in female representation in science (particularly physics) and professional learning through peer observation (in higher education).

Selected Publications

  • Journal Article

    Year Title
    2018
    Digital Explanation as Assessment in University Science
    Published In
    Research in Science Education
    Volume
    Online First
    Pages
    1 - 28
    2017
    Peer review of teaching: What features matter? A case study within STEM faculties
    Published In
    Innovations in Education and Teaching International
    Volume
    Online first
    Pages
    1 - 11
    ISSN
    1355-8005
    2017
    Watching the pendulum swing: Changes in the NSW physics curriculum and consequences for the discipline
    Published In
    Australian Physics
    Volume
    54
    Pages
    214 - 218
    ISSN
    1837-5375
    2015
    Does using active learning in thermodynamics lectures improve students' conceptual understanding and learning experiences?
    Published In
    European Journal of Physics
    Volume
    36
    Pages
    015020-1 - 015020-13
    ISSN
    0143-0807
    2015
    Shifting towards inquiry-orientated learning in a high school outreach program
    Published In
    International Journal of Innovation in Science and Mathematics Education
    Volume
    23
    Pages
    63 - 74
    ISSN
    2200-4270
    2014
    Recovering knowledge for science education research: Exploring the “Icarus effect” in student work
    Published In
    Canadian Journal of Science, Mathematics and Technology Education
    Volume
    14
    Pages
    252 - 268
    ISSN
    1492-6156
    2012
    University students’ understanding of thermal physics in everyday contexts
    Published In
    International Journal of Science and Mathematics Education
    Volume
    10
    Pages
    1119 - 1142
    ISSN
    1571-0068
    2010
    A report on a preliminary diagnostic for identifying thermal physics conceptions of tertiary students
    Published In
    International Journal of Innovation in Science and Mathematics Education
    Volume
    18
    Pages
    32 - 51
    ISSN
    2200-4270

  • Chapter

    Year Title
    2016
    Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics
    Published In
    Knowledge-building: Educational studies in Legitimation Code Theory
    Publisher
    Routledge
    Pages
    176 - 192

  • Conference Paper

    Year Title
    2018
    Supporting Physics Teachers to Deliver the New High School Certificate Syllabus: What are the Priorities?
    Published In
    2018 IEEE International Conference on Teaching, Assessment, and Learning for Engineering (TALE)
    Pages
    798 - 801

Advisees

  • Graduate Advising Relationship

    Degree Research Title Advisee
    Doctor of Philosophy (Integrated) Understanding Blended Learning: Investigating a Sustainable Framework for Blended Learning from the Perspective of a Small Island Nation Ali, Ramiz
    Doctor of Education Technology Across Subject Areas: Investigating Implementation of Effective Innovative Digital Pedagogies Sirianni, Frank
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