Category Archives: Science

Climate Change Education in Nepal: Teaching It while Living It

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Summary of SyMETRI meeting

Date: October 14th, 2026
Host: Dr. Cynthia Nicol

Welcome to the 2026 SyMETRI meeting series, a forum for STEM graduate students and faculty in the Department of Curriculum and Pedagogy (EDCP) to discuss and reflect on our journeys and research in STEM education. Dr. Cynthia Nicol, a professor of mathematics education, and Suresh, a third-year PhD student in science education, will co-organize the 2026 series. The first session took place on October 14 from 3:30 to 4:30 p.m. via Zoom. Cynthia began the session with a land acknowledgment, followed by a brief introduction to the SyMETRI series and short introductions from each participant. The session then proceeded to the day’s presentation by Suresh. 

Suresh is preparing his research proposal for his PhD dissertation, tentatively titled “Climate Change Education in Nepal: Teaching It while Living It.” Suresh presented the context of his research setting, referring to Nepal’s geographical, cultural, and social diversity. He also highlighted the country’s vulnerability to climate change, citing the recent “Mountain Tsunami” (Not a scientific term, though) on August 26th. 

In the context of the lived realities of climate change, Suresh argues that discussing the mechanisms of climate change alone is insufficient. These discussions must connect to the lived experiences of teachers and students while also guiding informed action on climate-related issues. He explored a socioscientific issues-based approach in science education as a theoretical framework for climate change education. Several features of socioscientific issues-based teaching were discussed (Image ). Features such as exploring scientific phenomena and engaging in scientific modeling prioritize the development of an understanding of scientific knowledge, processes, and the nature of science. Features such as systems dynamics and multiple perspectives encourage consideration of alternative explanations, as well as moral and ethical reasoning related to these issues. The remaining features encourage learners to reflect on their own positions and actions while carefully identifying biases and reliable sources of information. 

Suresh explained the methodological approach as a multi-phase, multiple-case study design. Phase One examines the contextual details of each case and explores teachers’ orientations toward climate change education as a socio-scientific issue. Phase Two engages teachers in professional development sessions that culminate in the co-design of teaching modules. It also examines the teacher-designed modules and the rationale behind them. In the final phase, teachers implement the co-designed climate teaching modules. This phase explores teachers’ reflections on and enactment of the modules. 

After the presentation concluded, the discussion centred on the challenges and complexities of recruiting and retaining participants for the longitudinal studies, particularly in contexts where teachers are already overloaded with existing commitments. Additionally, the degree of flexibility in the curriculum, the level of autonomy granted to teachers, and the values held by participating schools and teachers were identified as factors affecting participation. 

 

SyMETRI Launches Fall 2025 Meeting Series with Sustainability Discussion

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Summary of SyMETRI Meeting: November 11th, 2025 by Qiaochu Xu
Date: November 11th, 2025
Host: Dr. Cynthia Nicol

Welcome to a new semester with SyMETRI! As we step into the new semester, we continue to build a space where STEM graduate students and faculty can gather, share research, and think together about questions in science, technology, and mathematics education. This year’s meetings will be facilitated by Qiaochu, now in her fourth year with SyMETRI as a PhD student in mathematics education, and Lindsay, a PhD candidate in science education and former secondary language arts teacher recently joining and facilitating the SyMETRI meetings, with Dr. Cynthia Nicol, a professor from mathematics education as host.

Our first gathering of the semester took place online in November, where a small but lively group joined through Zoom. The meeting began with an activity called My Life in Numbers, where each person offered a number that captured a small part of their story. Some numbers were humorous—cups of coffee needed to function—while others reflected the rhythms of graduate school: the length of the daily commute, the tally of courses completed, or the count of ongoing research projects. As numbers turned into anecdotes, the conversation opened warmly and set a collaborative tone.

The discussion soon shifted toward the United Nations Sustainable Development Goals (SDGs). With the website open on the shared screen, participants reflected on how these global aims intersect with their own work and how SyMETRI, as a community, might explore sustainability throughout the year. The questions quickly moved beyond policy and into lived experience—how we teach, how we design research, and how we participate in our local communities.

Two guiding questions shaped the conversation:

  1. What drivers of change make progress toward sustainable development more or less possible?

  2. What role can Science, Mathematics, and Technology Education play in making the world better, both locally and globally?

Participants described systemic challenges: political cycles that shift priorities, funding structures that push sustainability aside, commercial narratives that frame progress through profit, and consumer habits that quietly accumulate waste. Yet alongside these concerns were moments of possibility. One member shared how a simple measurement activity in a Grade 7 mathematics class opened conversations about resource use and waste. Another spoke about teaching science alongside social issues, helping students see sustainability not as an abstract concept, but as part of family life, community identity, and everyday choices.

The meeting concluded with collective brainstorming around what actions SyMETRI might take as a community this year. Ideas included clothing or food donation drives, campus waste-reduction efforts, and other opportunities to strengthen community ties within the Faculty of Education.

Here are some slides from this discussion:

Background Image: Unsupervised by Refik Anadol

Image Credit: United Nations_Sustainable Development Goals

Here are some resources:

Fostering Stem Identities: Exploring Perceptions of Meaningful Classroom Engagement with Diverse Groups of Secondary Students by Dr. Elizabeth Saville

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Summary of SyMETRI Meeting: April 8th, 2025 by Qiaochu Xu
Presenter/Guest Speaker: Dr. Elizabeth Saville, from Okanagan School of Education, University of British Columbia Okanagan
Date: April 8th, 2025
Host: Dr. Cynthia Nicol

At the SyMETRI meeting on April 8th, 2025, Dr. Elizabeth Saville shared key insights from her dissertation research, which explored how secondary students make sense of their experiences in STEM classrooms in ways that support the construction of STEM identities. Employing a qualitative portraiture methodology, her study foregrounds students’ voices by capturing richly detailed narratives from a diverse cohort of 57 participants. These portraits illuminate how classroom cultures can enable or constrain identity development in STEM, particularly for students from historically marginalized backgrounds.

Grounded in the understanding that STEM identities are multidimensional and intersectional, and shaped within socially and culturally situated classroom spaces, this research highlights how dominant norms and systemic inequities influence students’ sense-making practices. Dr. Saville emphasized the crucial role of educators as agents of change, capable of cultivating classroom cultures that more equitably support students in constructing and sustaining meaningful STEM identities.

Through focus group data, the study identified three distinct forms of meaningful engagement that foster STEM identity development:

  1. Personal Engagement – connections to individual interests, values, and lived experiences;
  2. Social Engagement – opportunities for collaboration, peer recognition, and community-building;
  3. Curricular Engagement – pedagogical practices and learning experiences that affirm diverse ways of knowing and doing in STEM.

These thematic findings extend current understandings of STEM identity by linking them to experiential learning pedagogies and emphasizing the importance of caring, inclusive, and collaborative classroom communities. The study offers a conceptual framework that educators can draw upon to support equity-oriented teaching and learning practices. While grounded in the unique contexts of the research sites, the insights presented are broadly relevant and provide practical guidance for educators seeking to create more equitable STEM classroom cultures and decolonize practices and discourses in STEM education.

Here are some slides from her presentation:

Following the presentation, SyMETRI members engaged in a lively and thoughtful discussion around the nature of STEM identities—how they are perceived, shaped, and supported within classroom contexts. SyMETRI members reflected on how their own practices promote STEM identity development and raised important questions about disciplinary boundaries within STEM. In particular, they asked Dr. Saville how students distinguish between different components of their STEM identities, such as math versus science or physics-based identities, and how these distinctions emerge in students’ narratives. This exchange opened up further dialogue about the role of subject-specific cultures and pedagogies in shaping how students come to see themselves within the broader landscape of STEM.

Bio:

Elizabeth Saville is a teacher educator and educational consultant with over 25 years of experience in STEM education at the K-12 and post-secondary levels. A recent PhD graduate from the University of British Columbia Okanagan, her research is focused on transforming classrooms to foster equity in STEM education. She also works to support educators in building critical AI literacy skills and understanding informed and responsible implementation of Generative AI in educational spaces.

From Fables to Figures: Exploring Deforestation and Environmental Challenges with Storytelling, Culture, and Mathematics by Anita Kumari

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Summary of SyMETRI Meeting: March 12, 2025 by Qiaochu Xu
Presenter/Guest Speaker: Anita Kumari, graduate student from Department of Curriculum and Pedagogy from the University of British Columbia
Date: March 12th, 2025
Host: Dr. Cynthia Nicol

On March 11, 2025, Anita Kumari shared with the SyMETRI group of her recent project integrating cultural storytelling, mathematics, and environmental awareness to engage Grade 6/7 students in exploring deforestation and sustainability. The project showcased active participation in a Vancouver School District classroom and a community center, illustrating how cultural stories can motivate environmental care and math learning.

Drawing upon an Indian folk tale, The Story of the Monkey and the Crocodile, from the ancient Indian fable, The Panchatantra, students analyze the metaphorical relationship between the story and human impact on nature. The project uses traditional Indian folk-art forms like Madhubani paintings and Indian Indigenous art with the story to deepen connections.

Students use math concepts like data analysis and plotting line graphs to understand deforestation trends in India, Canada, and globally, and understand that environmental challenges are interconnected globally. This interdisciplinary approach transforms math education into a space of curiosity, reflection, and action by integrating storytelling, data analysis, and cultural artistry. Students connect mathematical tools to real-world challenges, fostering both intellectual growth and environmental stewardship while also addressing the BC curriculum’s core competencies and content learning outcomes in data analysis, graphing, measurement, and number operations.

Here are some slides from Anita’s presentation:

During our SyMETRI discussion, we explored various aspects of Anita’s project, particularly the metaphor of the monkey and the crocodile and how it sheds light on our relationship with nature. This discussion prompted us to consider how we can guide students to think critically about traditional folk tales in relation to contemporary issues such as environmental protection and sustainability. We reflected on ways to integrate environmental education within the mathematics classroom, fostering interdisciplinary connections that encourage students to engage with ecological themes through mathematical inquiry. Anita’s project is highly inspiring, and the carefully selected illustrations and visuals effectively tell their own story, enhancing the depth and impact of the narrative.

Data Sources used for making graphs:

 https://ourworldindata.org/grapher/annual-co2-emissions-per-country?tab=chart&country=~OWID_WRL

 https://worldrainforests.com/deforestation/archive/India.htm

https://ourworldindata.org/grapher/land-use-agriculture-longterm

Bio – Anita Kumari

Anita is a graduate student at the University of British Columbia pursuing a Master of Education in Mathematics Education. She holds an M.Sc. in Mathematics from Ranchi University, a teaching credential from the University of Mumbai, and a BC professional teaching certificate. With experience teaching in India and Saudi Arabia, her research focuses on culturally responsive teaching, environmental education, and social justice in mathematics.

SyMETRI In-person Gathering at Scarfe 1211 on Feb 28, 2025

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On February 28, SyMETRI hosted an in-person gathering at Scarfe 1211 from 4:00 p.m. to 6:00 p.m., bringing together faculty members and graduate students for an evening of meaningful connection, research exploration, and community-building in a welcoming and informal setting.

The event began with a lively icebreaker designed to spark conversations and foster connections. Each participant wrote three key words on a sticky note—one representing a personal interest or hobby, another reflecting their research focus, and a third sharing a fun fact about themselves. The notes were then randomly drawn, and attendees engaged in discussions, introductions, and friendly guessing to figure out who wrote each note. The activity created an energetic and interactive atmosphere, encouraging members to learn more about one another in a fun and engaging way.

Following the icebreaker, we shared a meal over pizza, providing a relaxed opportunity for deeper conversations and new friendships to form. In the second half of the meeting, participants contributed thought-provoking questions related to research, academic studies, and future career paths in STEM education. These questions were placed in a box, drawn at random, and read aloud, prompting insightful discussions where members shared their perspectives, experiences, and ideas. The exchange was both stimulating and collaborative, reinforcing SyMETRI’s commitment to fostering a supportive and intellectually enriching environment.

It was a joy to meet in person, exchange ideas, and build connections within our academic community. We look forward to future gatherings that continue to inspire meaningful dialogue, collaboration, and shared learning!

Optimizing Research Strategies Using UBC Library Resources by Emily Fornwald

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Summary of SyMETRI Meeting: February 18th, 2025 by Qiaochu Xu
Presenter/Guest Speaker: Emily Fornwald, librarian from the University of British Columbia
Date: February 18th, 2025
Host: Dr. Cynthia Nicol

On February 18, 2025, SyMETRI hosted a workshop led by Emily Fornwald, a librarian at the University of British Columbia, on optimizing research strategies using UBC Library resources. The session focused on enhancing the effectiveness of literature reviews and utilizing research tools to support academic inquiry.

Emily provided an overview of various types of literature reviews, guiding participants in selecting the most appropriate approach for their research in education. She demonstrated effective strategies for locating scholarly literature through key databases such as ERIC and Education Source, both of which are widely used in educational research. Additionally, she discussed best practices for integrating Google Scholar with UBC Library’s resources to identify and access the most relevant references. The session also highlighted the range of research tools and services available through UBC Library to facilitate academic work.

During the Q&A session, SyMETRI members engaged in discussions on common challenges in conducting literature reviews. Topics included strategies for mitigating selection bias in sourcing research materials, determining the most suitable literature review methodology for a given study, and leveraging citation management tools such as Covidence, Zotero, and Mendeley for organizing, storing, and citing research articles.

The workshop provided valuable insights into optimizing literature review processes and improving research efficiency. Participants were encouraged to further explore UBC Library’s resources and seek additional support as needed.

For further inquiries, Emily Fornwald can be reached via email at emily.fornwald@ubc.ca or ed.lib@ubc.ca. To book a consultation, visit libcal.library.ubc.ca/appointments/edlib.

Presentation Slides_UBC Library & STEM Education Research

 

What’s Worth Solving? An Expert Study to Identify Problem-Finding Strategies Within Socio-Scientific Issues

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Summary of SyMETRI Meeting: February 12th, 2024 by Qiaochu Xu

Presenter/Guest Speaker: Balraj Rathod from Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: February 12th, 2024
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on February 12th, 2024, PhD student Balraj Rathod presented insights from his work conducted in India at the International Society of the Learning Sciences Annual Meeting 2022.

Balraj’s paper is titled: ‘What’s Worth Solving? An Expert Study to Identify Problem-Finding Strategies Within Socio-Scientific Issues.‘ The complexity of socio-scientific issues permeates through society’s social, political, cultural, environmental, and economic fabric. However, the question arises: how do we navigate these intricacies to identify the problems that require action? Balraj explores problem-finding processes through a modeling study wherein three STEM domain experts negotiated the controversial issue of a plastic ban in Mumbai, India. His findings indicate that the strategic use of collaborative argumentation and socio-scientific reasoning competencies can aid in identifying problems worth solving.

Here are some slides from his presentation:

Balraj also generously shared his strategies for proceeding from a paper to a conference and ultimately to publication. SyMETRI members actively engaged in the discussion, asking questions regarding his methodology, reasons for choosing the experts in his study, and suggestions for improving the research method. As his doctoral dissertation builds on this work, conversing with the SyMETRI members provided a valuable venue for garnering new ideas.

Bio

Balraj Rathod is Ph.D. student in Curriculum Studies focusing on science and environmental education. His research interest is understanding how critical literacies can be extended to foster emancipatory agency for youth climate action in Mumbai, India (i.e., how to go from concern for the environment to action). He uses narrative inquiry and phenomenological approaches to draw the essence of what it means ‘to protect the natural world.’

The Pedagogical Opportunities of PhET Interactive Simulations in Secondary Science Education in Bangladesh

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Summary of SyMETRI meeting September 26, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Mohosina Sabin Toma from Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: September 26th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on September 26th, 2023,

Mohosina shared her research on the Pedagogical Opportunities of PhET Interactive Simulations in Secondary Science Education in Bangladesh. Bangladesh, being a developing country, faces numerous educational challenges, particularly in science and mathematics, such as limited access to labs, outdated teaching strategies, and a high student-teacher ratio.

PhET ((Physics Educational Technology) Interactive Simulations, a research-based, non-profit open educational resource project based at the University of Colorado Boulder, creates and hosts explorable simulations for science and mathematics. Mohosina’s study delves into the role of PhET Interactive Simulations in addressing the challenges faced by Bangladeshi teachers and students, aiming to cultivate heightened student interest in science and mathematics.

Mohosina’s research extends to teachers’ challenges in learning and integrating PhET into their teaching practices. To overcome these challenges, she proposes recommendations for the development of teachers’ professional development (PD) programs. Tailored Teacher PD workshops were designed and implemented for this study, with the specific goal of encouraging Bangladeshi science teachers to incorporate PhET simulations into their teaching methodologies.

Her findings reveal that teachers recognize the potential of PhET simulations as a valuable supplement to secondary science education in Bangladesh. Teachers believe that PhET simulations have the potential to bring revolutionary changes to how Bangladeshi students learn science.

Here are some slides from her presentation:

Symmetry members inquired about the design and methodology of Mohosina’s research. Some expressed interest in the development of educational technology and how it enhances learning while supporting teaching. Drawing from their own experiences, they engaged in discussions about pedagogical approaches that are feasible for today’s classrooms and students.

Bio

Mohosina is a first-year PhD student in Science Education at the Department of Curriculum and Pedagogy at the University of British Columbia. She has recently completed her MA and has chosen to continue her studies at UBC.

 

Science Learning Through YouTube Comments on Science Videos

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Summary of SyMETRI meeting May 24th, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Conan Chung Man Lee from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: May 24th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on May 24th, 2023,

Conan presented his MA thesis to SyMETRI members, focusing on science learning through YouTube comments on science videos. Conan highlighted the declining interest in science and the transformative learning approaches that have given rise to innovative forms of science education in the 21st century. Traditionally, movies have been valuable tools in science education, but a recent trend has emerged on video sharing and social media platforms, where movies are embedded within science videos to enhance the learning experience. YouTube, as the dominant video sharing platform, features numerous science videos that integrate entertainment and education by incorporating movies into their content.

The main objective of Conan’s study was to explore the potential impact of embedding movies in science videos on the learning process, as well as examine how the post-video comments on these videos could either facilitate or reflect science learning. To achieve this, Conan employed the grounded theory methodology. Through qualitative content analysis, he compared the types and characteristics of comments, as well as identified the learning opportunities and challenges they presented. He compared the comments from two science videos: one that embedded a movie and one that did not. The first video he investigated was from the Because Science (BS) channel, which merged the Harry Potter universe with the physics concept of quantum tunnelling. The second video belonged to the Up and Atom (UA) channel and explained the same concept using a traditional teaching approach.

By closely examining in total of 990 comments, Conan aimed to identify any patterns or distinctive characteristics that could shed light on the learning experience facilitated by these videos. He uncovered insights into how movies incorporated into science videos can enhance or influence the learning process, as well as how viewers’ engagement in the form of comments might contribute to their science learning journey.

The findings indicate that comments on the UA video were more formal and focused on the specific scientific concept, whereas comments on the BS video were more casual and diverse, showing greater engagement with the science and video topic in general. While comments on conventional science videos can create an effective space for knowledge exchange and collaborative learning, they may also present challenges, such as the potential spread of misinformation due to a lack of knowledge justification. On the other hand, embedding movies offers unique learning opportunities within the comments section, including critical and creative thinking.

The challenges surrounding misinformation in the comments section of science videos resonated strongly with SyMETRI members. By encouraging students to cultivate a critical mindset when engaging with comments, educators can foster meaningful and thought-provoking discussions in the classroom. One of the SyMETRI members also talked about the value of media literacy, which can be extended to curriculum connections, specifically addressing the pressing issues of climate and nature emergency and the propagation of disinformation by climate change deniers. Integrating media literacy into the curriculum equips students with the essential skills to critically evaluate sources, discern reliable information from misinformation, and navigate the complexities of societal and environmental challenges with confidence and clarity.

Here are some slides from Conan’s presentation:

Bio

Conan Chung Man Lee recently graduated from the MA program in Science Education. He is passionate about science education and has been creating free educational content available on YouTube.

Exploring the Potential of Modeling Kits in Understanding Small and Big-Scale Science Phenomena

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Summary of SyMETRI meeting May 8th, 2023 by Qiaochu Xu

Presenter/Guest Speaker: Suresh Ghimire from the Department of Curriculum and Pedagogy, Faculty of Education, UBC
Date: May 8th, 2023
Host: Dr. Cynthia Nicol

In the SyMETRI meeting on May 8th, 2023,

Suresh began his presentation by stating that the aim of science education is not only to teach scientific content knowledge but also to develop scientific literacy and understanding of scientific inquiry skills. Educators have proposed various activity-based approaches to incorporate inquiry into science classes, but not all of them have been successful. Furthermore, the curriculum worldwide has long been criticized for being overstuffed and undernourished (AAAS, 1989, 1993), as it tends to provide a superficial overview of scientific concepts without delving deeper into understanding the scientific inquiry process. Suresh spoke about the science curriculum overly emphasizes scientific concepts while neglecting scientific process skills in many countries and including Nepal. Based on his 12 years of experience working with teachers, Suresh said it is evident that they are neither adequately trained nor supported in adopting inquiry-based teaching methods.

In responding to the inadequacy of inquiry-based learning and lack of hands-on activities in science classrooms, Suresh introduced the model-based inquiry (MBI) proposed by Windschitl et al. (2008), which centers on generating, testing, and revising scientific models. They argue that MBI can support science learning across all academic levels. Jonas Hallström and Konrad J. Schönborn (2019) also agree that models and modeling can be utilized to promote authentic STEM education and literacy. The potential of model-based inquiry seems particularly promising in Nepali schools with limited resources.

Suresh is interested to investigate the following questions:

  • What are the perceptions of Nepali science teachers on the use of hands-on activities facilitated by scientific modeling kits in science classrooms?
  • How can scientific modeling kits be effectively integrated into Nepali science classrooms to enhance student learning of big and small-scale scientific phenomena?

Suresh’s research aims to investigate the perceptions of Nepali science teachers who use Karkhana’s scientific modeling kits in their classrooms, specifically focusing on the potential of model-based inquiry facilitated by these kits. Karkhana is an education enterprise in Kathmandu working with schools to bring hands-on STEM experience for kids aged 0 to 18. Karkhana designs learning experiences that provide learners with opportunities to make things and shape their own worlds. Karkhana’s experiences allow children to practice and perfect the 21st-century skills of creativity, collaboration, critical thinking, and communication while using science, arts, and technology. The Hands-on science program designed by Karkhana is being implemented in more than 50 schools by around 180 teachers and reaching to 10,000+ students.

Additionally, his research will explore teachers’ views on the effectiveness of scientific modeling kits in enhancing students’ understanding of various scientific phenomena, ranging from atomic and planetary scales, which significantly differ in magnitude, such as size, distance, weight, temperature, motion, and other related variables. Suresh will return to Nepal for his data collection, we look forwards to hearing more about his study once he come back from Nepal.

Here are some slides from his presentation:

Bio

Suresh is an educator based in Kathmandu, Nepal. He co-founded an education enterprise Karkhana in 2012 and has been designing hands-on Science learning kits for middle schools since then. Currently, he is pursuing an MA in Curriculum Studies at UBC. He is a passionate tinkerer and spends his free time walking, hiking, and enjoying the woods.