Hendra Y. Agustian

Hendra Y. Agustian

Assistant professor, tenure track

Member of:

  • University Science Education

Background

I have degrees in chemistry, education, and chemistry education from universities in the United Kingdom, the Netherlands, Czech Republic, and Indonesia. My professional background as a school teacher, curriculum coordinator, workshop leader, and educational researcher in international schooling dovetails my perpetual interest in science and science education. I have been working in the education sector since 1999, and for the past 7 years, I have been diligently building an expertise in laboratory education research at the university level, with a strategic focus on multidimensional learning. 

Programmes

My research programmes are centred on epistemic orientations in higher science education. Within the line of research in laboratory education, I investigate various aspects of student learning during experimental work conceptualised as epistemic practice, viz. epistemic affect, conation (in an Aristotelian perspective), embodied and epistemic cognition, multimodality, and materiality. I also develop a theoretical framework and working model for the integration of six domains of learning in the lab, mainly informed by science studies and the learning sciences. In the IQ-Lab research project, I have led a work package focussed on systematic review of empirical literature and faculty's deliberation of student learning. Accordingly, I explore historical narratives in this area, particularly on justifications for instruction in the lab of physical and chemical sciences drawn from original texts by the likes of Maxwell, Kelvin, and Liebig. 

In the near future, the programme will be geared towards elucidation of epistemic practices in higher science education. I am interested in investigating wicked problems and how they should be addressed in HE curriculum and instruction, partly by a conceptual framing in post-normal science education. I also seek to look closer into science teacher education as a vital agent by which alignment can be better forged between scientific and lay communities.

Inspired by my previous engagement in inclusive education and special education needs, I also aim to address inequities in higher science education, primarily in terms of access and learning opportunities. I am interested in recontextualisation of universal design for learning and institutional efforts to develop inclusion. I have worked and published in the field of international education and seek future collaboration opportunities, particularly related to internationalisation of curricula, inclusive practices, and cultural dissonance. 

Methodological Interests

  • Philosophical inquiry
  • (Quantitative) ethnography
  • Structural equation modelling
  • Epistemic network analysis
  • Artefact-based cognitive focus groups
  • Multimodal discourse analysis
  • Hermeneutic phenomenology
  • Grounded theory
  • Critical policy analysis
  • Educational design research
  • Mixed methodology
  • Systematic review
  • Research synthesis
  • Historical narrative analysis

Teaching and Supervision

I teach courses in science didactics (preservice teachers) and university pedagogy (PhDs, postdocs, faculty, medical professionals). I also lead workshops in laboratory education (faculty, laboratory assistants and technicians). In the past, I taught in laboratories of general and environmental chemistry. Prior to my current focus on post-secondary education, I taught mathematics and chemistry at the primary and secondary levels. I also led workshops in K-12 curriculum development, primarily within curricular frameworks of International Baccalaureate and Cambridge International Examination. In my current role, I supervise students' projects in the field of chemistry education, practical work at tertiary level, and philosophy of chemistry as applied to instruction and curriculum development. 

Pedagogical Development

I am keen on supporting scholarship of teaching and learning in chemistry education and science education, particularly the ones focussed on inquiry-based, research-based, and problem-based frameworks. I have been exploring the role of and various approaches to interactive demonstrations in those frameworks, the use of dialogic, discursive feedback, as well as fostering reflective practice in teaching. I work with colleagues from both physical and chemical sciences, and am keen on providing professional consultancy which is strongly anchored in research. My experience working at the Netherlands Institute for Curriculum Development provides a robust foundation for development work related to higher science education curricula and strategic policies.

Academic Service

I peer-review in various journals, including Chemistry Education Research and Practice (Royal Society of Chemistry), Higher Education (Springer), Journal of Chemical Education (American Chemical Society), and International Journal of Science Education (Taylor & Francis). I also peer-reviewed full-papers for International Conference on Quantitative Ethnography. I will be serving in the scientific committee of the upcoming International Union of Pure and Applied Chemistry (IUPAC) Conference on Chemistry Education. 

Hobbies

In my spare time, I sing in choirs, working on a vaudeville of repertoire ranging from Tallis to Macmillan, von Bingen to Stravinsky. I was a choral scholar at an Edinburgh cathedral and currently sing with Vokalensemblet Willemoes in Copenhagen. 

Selected publications

  1. E-pub ahead of print

    The critical role of understanding epistemic practices in science teaching using wicked problems

    Agustian, Hendra Y., Sep 2023, (E-pub ahead of print) In: Science & Education.

    Research output: Contribution to journalJournal articleResearchpeer-review

  2. E-pub ahead of print

    10 Guiding principles for learning in the laboratory

    Seery, M. K., Agustian, Hendra Y., Christiansen, Frederik Voetmann , Gammelgaard, Bente & Malm, Rie Hjørnegaard, 2024, (E-pub ahead of print) In: Chemistry Education Research and Practice. 20 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  3. Published

    Considering the hexad of learning domains in the laboratory to address the overlooked aspects of chemistry education and fragmentary approach to research on student learning

    Agustian, Hendra Y., 2022, In: Chemistry Education Research and Practice. 23, 3, p. 518-530 13 p.

    Research output: Contribution to journalJournal articleResearchpeer-review

  4. Published
  5. Students’ understanding of the nature of science in the context of an undergraduate chemistry laboratory.

    Agustian, Hendra Y., 2020, In: Electronic Journal for Research in Science & Mathematics Education. 24, 2, p. 56-85

    Research output: Contribution to journalJournal articleResearchpeer-review

Selected activities

  1. #TownsFest: A Celebration of Professor Marcy Towns

    Agustian, Hendra Y. (Invited speaker)

    11 Jan 2024

    Activity: Talk or presentation typesLecture and oral contribution

  2. University of Oxford

    Agustian, Hendra Y. (Visiting researcher)

    26 Nov 20225 Dec 2022

    Activity: Visiting an external institution typesVisiting an external academic institution

  3. Laboratory education at university level: Philosophy, pedagogy, and practice

    Agustian, Hendra Y. (Invited speaker)

    1 Sep 2021

    Activity: Talk or presentation typesLecture and oral contribution

  4. Foregrounding the epistemic core of experimental work in university chemistry teaching laboratories

    Agustian, Hendra Y. (Keynote)

    Sep 2024

    Activity: Talk or presentation typesLecture and oral contribution

ID: 230950558