Dr Andrew Gilbert is Senior Lecturer of Science Education and Program Director for the Bachelor of Education (Primary Education) at RMIT Brunswick Campus.
Dr. Gilbert's research agenda focuses on the following strands across K-12 contexts:
connecting inquiry-based, constructivist learning theories to science classroom practice;
documenting student learning and reactions to pedagogical approaches informed by wonder, aesthetics and inquiry;
researching socio-cultural aspects of race, class and gender through a lens of multicultural and critical science theories that inform equitable classroom practice.
Exemplifying his work in this strand, Dr. Gilbert is involved in a multi-university research project (funded by the Australian Office of Learning and Teaching) titled, STEPS: Science Teacher Education Partnerships with Schools studying aspects of successful school-based partnerships at multiple universities as an effort to provide pre-service teachers with opportunities to engage in inquiry-based science teaching.
Research in this strand challenges what exists as school science in an effort to consider the possibilities that wonder and the aesthetic can bring to both students and teachers. Currently, Dr. Gilbert is collecting data with students who exhibit a positive dispositions toward wonder in the sense of asking questions, designing experiments to test their ideas and a demonstrative comfort with the unknown. In addition, these pre-service teachers also demonstrated an ability to translate these traits into exceptional inquiry-based practice. The goal is to identify these qualities (ie. a capacity to wonder) and conceptualize ways to enhance and support across the spectrum of primary pre-service teachers.
Over Dr. Gilbert's career, he has been drawn to issues associated with the discourse of science and its special connection to identity, race and class. Science has its own special set of discursive expectations and those mandate success in school science in particular. Research, in this area, works to open spaces for school science success that embrace a variety of linguistic and ethnic perspectives to make pathways into science a possibility.
Active research supervisor with projects ranging from intercultural education, the arts and science education.
Doctor of Philosophy, Curriculum and Instruction, New Mexico State University, 2002
Specialisation: Science Education
Minor Specialisation: Qualitative Research Methodology
Master of Arts, Science Education, East Carolina University, 1998
Bachelor of Science, Geology, Virginia Polytechnic Institute and State University, 1992
Minor - Science Education
Prior to his arrival at RMIT, Andrew worked in a variety of educational settings across the United States in both higher education and classroom teacher.
Member of the Faculty, Evergreen State College, 2010–2012
Associate Professor, Kent State University, 2009–2010
Assistant Professor, Kent State University, 2003–2009
College Assistant Professor, New Mexico State University, 2002–2003
Graduate Research/Teaching Assistant, New Mexico State University, 1999–2002
Graduate Research/Teaching Assistant, East Carolina University, 1996–98
Earth Science Teacher, Eastern Middle School, Silver Spring, MD, 1998–99
Physical Science Teacher, Sidney Lanier Middle School, Fairfax, VA, 1995–96
Earth Science Teacher, South Lakes High School, Reston, VA, 1993–95
Professional association memberships
Australian Science Education Research Association
Association for Science Teacher Education
National Association for Research in Science Teaching
RMIT Teaching Award for Educational Partnerships and Collaborations. Recognized for high quality teaching and developing exceptional partnerships with outside organizations across RMIT University. Awarded to the primary science teaching team: Andrew Gilbert & Jeff King, Royal Melbourne Institute of Technology, 2013
Journal of Research in Science Teaching Award (JRST award) for the Manuscript titled: "Same school, separate worlds: A sociocultural study of identity, resistance, and negotiation in a rural, lower track classroom." The paper co-written with Randy Yerrick, concerning a lower-track Earth Science classroom, was judged to be the “most significant research contribution” to the Journal for Research in Science Teaching for the year of 2001
- Cooper, G.,Gilbert, A. (2016). Using moments of wonder in science with pre-service teachers In: Asia-Pacific Forum On Science Learning And Teaching, 17, 1 - 7
- Jones, M.,Hobbs, L.,Kenny, J.,Campbell, C.,Chittleborough, G.,Gilbert, A.,Herbert, S.,Redman, C. (2016). Successful university-school partnerships: An interpretive framework to inform partnership practice In: Teaching and Teacher Education, 60, 108 - 120
- Kenny, J.,Hobbs, L.,Herbert, S.,Jones, M.,Chittleborough, G.,Campbell, C.,Gilbert, A.,Redman, C. (2014). Science teacher education partnerships with schools (STEPS): Partnerships in science teacher education In: Australian Journal of Teacher Education, 39, 43 - 65
- Gilbert, A. (2013). Seeking liberatory possibilities in science education In: Teaching Marx: The Socialist Challenge, Information Age Publishing, United States
- Gilbert, A. (2013). Courageous pedagogy : Enacting critical science education, Information Age Publishing, United States
- Gilbert, A. (2013). Using the notion of 'wonder' to develop positive conceptions of science with future primary teachers In: Science Education International, 24, 6 - 32
- Yerrick, R.,Gilbert, A. (2011). Constraining the discourse community: how science instruction perpetuates marginalization of underrepresented students In: Journal of Multicultural Discourses, 6, 67 - 91
- Gilbert, A. (2011). There and back again: exploring teacher attrition and mobility with two transitioning science teachers In: Journal of Science Teacher Education, 22, 393 - 415
- Gilbert, A. (2011). Visions of hope and despair: Investigating the potential of critical science education In: Critical Pedagogy in the Twenty-First Century: A New Generation of Scholars, Information Age Publishing, Charlotte, North Carolina, USA
- Malott, C.,Gilbert, A. (2009). Native American philosophy and western science In: Teaching Native America across the curriculum: A critical inquiry, Peter Lang, New York, NY
- School-based pedagogies and partnerships in primary science teacher education. Administered by Deakin University. Funded by: Department of Industry, Innovation, Climate Change, Science, Research and Tertiary Education Contract from (2013 to 2015)
1 PhD Completions