Hendra Y. Agustian

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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 the social-epistemological dimension of learning. 

Programmes

Within the line of research in laboratory education, I design and validate a comprehensive learning assessment instrument centred on experimental work as epistemic practices. I also develop a conceptual framework and working model for the integration of six domains of learning in the laboratory, 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 members' 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. I am also in charge of the synthesis of all work packages in the project, gathering perspectives from students, professors, and the study programme.

My research programme in the near future will be geared towards elucidation of epistemic practices in higher science education. I am interested in exploring various aspects of wicked problems and how they should be addressed in the curriculum and instruction. 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 analysis
• (Quantitative) ethnography
• Epistemic network analysis
• Artefact-based cognitive focus groups
• Multivariate analysis of variance
• 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 and philosophy of chemistry as applied to instruction and curriculum development. 

Pedagogical Development

I am keen on 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.

Academic Service

I have been a peer reviewer in various journals, including Chemistry Education Research and Practice, Journal of Chemical Education, and International Journal of Science Education. 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. Choral music has brought me on tour to Germany, Hungary, Austria, Slovenia, France, and the Netherlands. I have also received choral scholarships from University of Oxford and Edinburgh Cathedral. When I don’t sing, I draw or go hillwalking. 

Selected publications

1. Published

   Danish University Faculty Perspectives on Student Learning Outcomes in the Teaching Laboratories of a Pharmaceutical Sciences Education

   Agustian, Hendra Y., Pedersen, M. I., Finne, Laura Teinholt, Jørgensen, Jonas Tarp, Nielsen, Jan Alexis & Gammelgaard, Bente, 2022, In: Journal of Chemical Education. 99, 11, p. 3633–3643 11 p.

   Research output: Contribution to journal › Journal article › Research › peer-review

2. 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 journal › Journal article › Research › peer-review

3. Published

   Learning outcomes of university chemistry teaching in laboratories: A systematic review of empirical literature

   Agustian, Hendra Y., Finne, Laura Teinholt, Jørgensen, Jonas Tarp, Pedersen, M. I., Gammelgaard, Bente, Christiansen, Frederik Voetmann & Nielsen, Jan Alexis, 2022, In: Review of Education. 10, 2, 41 p., e3360.

   Research output: Contribution to journal › Review › Research › peer-review

4. 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 journal › Journal article › Research › peer-review

5. Published

   A Framework for Learning in the Chemistry Laboratory

   Seery, M. K., Agustian, Hendra Y. & Zhang, X., 2019, In: Israel Journal of Chemistry. 59, 6-7, p. 546-553

   Research output: Contribution to journal › Journal article › Research › peer-review

Selected activities

1. University of Oxford

   Agustian, Hendra Y. (Visiting researcher)

   26 Nov 2022 → 5 Dec 2022

   Activity: Visiting an external institution types › Visiting an external academic institution

2. Discursive characteristics of student learning in the pharmaceutical chemistry teaching laboratory

   Agustian, Hendra Y. (Speaker) & Gammelgaard, Bente (Other)

   18 Jul 2022 → 22 Jul 2022

   Activity: Talk or presentation types › Lecture and oral contribution

3. Research Visit

   Agustian, Hendra Y. (Host) & Ryberg, Marie L. (Host)

   10 Jun 2022

   Activity: Hosting a visitor types › Hosting an academic visitor

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

   Agustian, Hendra Y. (Invited speaker)

   1 Sep 2021

   Activity: Talk or presentation types › Lecture and oral contribution

5. DUN SIG Seminar on Labwork and Fieldwork

   Christiansen, Frederik Voetmann (Organizer), Agustian, Hendra Y. (Organizer), Gammelgaard, Bente (Organizer) & Magin, Laila (Organizer)

   7 Dec 2022

   Activity: Participating in an event - types › Participation in workshop, seminar, course