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 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 journal › Journal article › Research › peer-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.

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

4. 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

5. Published

   Advancing the conception of multidimensional learning: Insight from theoretical and empirical investigations on laboratory education

   Agustian, Hendra Y., 2023. 2 p.

   Research output: Contribution to conference › Conference abstract for conference › Research › peer-review

Selected activities

1. Pedagogical Day at Pharma

   Seery, M. (Speaker), Gammelgaard, Bente (Organizer), Agustian, Hendra Y. (Member of organizing or programme committee) & Christiansen, Frederik Voetmann (Member of organizing or programme committee)

   24 Aug 2023

   Activity: Participating in an event - types › Organisation of and participation in conference

2. 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

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

   Agustian, Hendra Y. (Keynote)

   Sep 2024

   Activity: Talk or presentation types › Lecture and oral contribution