Clemson College of Education associate professor explores new research directions in textbook on science education
Cassie Quigley, associate professor in Clemson’s College of Education, has released a new textbook on science education research. The book, “Exploring Emotions, Aesthetics and Wellbeing in Science Education Research,” covers new research dimensions related to the field including emotion, aesthetics and wellbeing in science education, areas that Quigley describes as not yet well established.
“With growing interest in these fields of inquiry, the book aims to provide in-depth accounts of the range of the theoretical/philosophical positions on these phenomena currently in use or available for science education researchers who may be interested in conducting work in these fields,” Quigley said.
The text is intended to inform future science education researchers and broaden the concepts of science education. The range of different perspectives on the subject of science education allows authors and researchers to find ways to synthesize different perspectives into potentially new perspectives derived from the book. It provides a reference for subsequent and past journal articles and books in the future.
The idea for this text began at a workshop for cultural studies of science education in Luxembourg in 2014. During this workshop, Quigley met her future co-editors, Alberto Bellocchi and Kathrin Otrel-Cass, from Australia and Sweden, respectively. This international collaboration greatly enhanced her experience writing the text.
“The most exciting part was learning from so many different perspectives in our international group,” Quigley said. “We joked that we worked around the clock on this book because of the different time zones.”
In addition, the international collaboration helps to move Clemson to the forefront of research in science education. There is currently no other single volume that addresses these topics in the field of science education, according to Quigley.
As an environmental educator and activist, Quigley relished the opportunity to explore the environment and the wellbeing of all people who inhabit it. She had the pleasure of working on a chapter with graduate student Renee Lyons, which Quigley describes as an educational experience.
“It provided an opportunity for [Renee] to be a part of this group and see how edited volumes are pulled together through collaboration,” Quigley said.