Veronica McCauley
Biographic Data
| ID | 6675202 |
|---|---|
| NAME | Veronica McCauley |
| GIVEN NAMES | Veronica |
| FAMILY NAME | McCauley |
| SIGNATURE | MCCAULEY V |
| AFFILIATIONS | Ollscoil na Gaillimhe – University of Galway |
| ORCID | 0000-0002-9754-3399 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 2 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2019 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Game-Based Learning for the Promotion of Multidimensional Conceptual Change in Astronomy Education
Research in astronomy education has traditionally focused on students’ conceptual understanding through a cognitive lens, despite growing recognition that learning is multidimensional and extends beyond the acquisition or re-organisation of ideas. Game-based learning (GBL) is increasingly used to support conceptual learning in science, yet it is rarely examined through a conceptual change lens that accounts for both cognitive and affective dimens…
Modeling the dynamics of self-efficacy sources in English speaking proficiency
Numerous studies have explored the relationship between the four sources of self-efficacy—mastery experience (ME), vicarious experience (VE), verbal persuasion (VP), and emotional and physiological states (EPS)—in relation to an individual’s self-efficacy beliefs in English language learning. However, limited research has examined how these sources of self-efficacy interact to shape students’ self-efficacy in speaking English, particularly within…
Socio-Economically Disadvantaged Male Students’ Hesitancy to Study Biology in Ireland
While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland’…
The influence of critical friendships on secondary student teachers engaged in collaborative action research
In this study, we explore the following: a) How do secondary student teachers, engaged in collaborative action research, function as critical friends? b) What challenges do they encounter? How do they mitigate these challenges? and c) In what ways did meeting as critical friends influence the student teachers’ learning to conduct collaborative action research? The participants in our study included 38 secondary school student teachers (defined he…
Science self-efficacy beliefs of upper primary students in Ireland
This exploratory study aimed to assess the strength of primary school students’ (aged 11–12 years old) Science Self-Efficacy (SSE) beliefs, identify emanating sources, and investigate any gender-related differences. School SSE is defined here as perceived capacity to complete learning outcomes from the upper Irish primary science curriculum. The strengths and sources of participants’ school SSE beliefs were assessed quantitatively (N = 260) using…
Rapid Evidence Assessment Protocol for the Meta-Analysis of Initiatives, Interventions and Programmes That Target Rural Neets
The acronym NEET refers to youths aged between 15 and 34 years old who are excluded from employment, education or training. However, historically, the NEET demographic has been depicted as a largely homogenous group. Against this backdrop and given the dependency of rural economies on agricultural practices for survival, such practices have been in decline for a number of years, seriously threatening rural communities’ sustainability. While these…
An Observational Narrative of Student Reaction to Video Hooks
Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their …
‘Schooling at Home’ in Ireland during Covid-19’
Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. Our research explored the experiences of children, young people and parents during the first period of 'schooling at home' (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence…
Creativity in science
Inquiry learning pedagogies have not only been proposed as a successful teaching methodology to draw students into science, they are also rich with possibilities for creativity. The particular focus on investigations and problem‐solving provides opportunity for educators to embrace this. The primary curriculum explicitly values creativity in this regard, linking with inquiry, and problem‐solving. In recent years, science outreach carried out by u…
Collective intelligence for advancing ocean literacy
Ocean literacy is an understanding of the ocean’s influence on us and our influence on the ocean. A lack of ocean literacy presents a significant obstacle for citizens to engage in environmentally sustainable behaviour, and thus is acknowledged as a ‘complex problem’ that requires deliberative participation and joint-action by stakeholders across domains. The aim of the article is both to demonstrate the value of Collective Intelligence (CI) as a…
Collective intelligence for advancing ocean literacy
Ocean literacy is an understanding of the ocean’s influence on us and our influence on the ocean. A lack of ocean literacy presents a significant obstacle for citizens to engage in environmentally sustainable behaviour, and thus is acknowledged as a ‘complex problem’ that requires deliberative participation and joint-action by stakeholders across domains. The aim of the article is both to demonstrate the value of Collective Intelligence (CI) as a…
Collective intelligence for advancing ocean literacy
Ocean literacy is an understanding of the ocean’s influence on us and our influence on the ocean. A lack of ocean literacy presents a significant obstacle for citizens to engage in environmentally sustainable behaviour, and thus is acknowledged as a ‘complex problem’ that requires deliberative participation and joint-action by stakeholders across domains. The aim of the article is both to demonstrate the value of Collective Intelligence (CI) as a…
An Observational Narrative of Student Reaction to Video Hooks
Digital video has become a dominant form of student learning in and beyond the classroom, and thus its pervasive nature in contemporary learning environments commands scholarly inquiry. In this paper we explore a participatory design-based research approach to the integration of video hook technology in the post-primary science classroom (students aged 12–15). Video hooks were designed with the intention of engaging students and augmenting their …
‘Schooling at Home’ in Ireland during Covid-19’
Educational disruption due to COVID-19 ushered in dramatically different learning realities in Ireland. Our research explored the experiences of children, young people and parents during the first period of 'schooling at home' (SAH) at the end of that academic year. An anonymous online survey, guided by social constructivist emphases, yielded responses from 2733 parents and 1189 students from primary and second-level schools. Substantial evidence…
Creativity in science
Inquiry learning pedagogies have not only been proposed as a successful teaching methodology to draw students into science, they are also rich with possibilities for creativity. The particular focus on investigations and problem‐solving provides opportunity for educators to embrace this. The primary curriculum explicitly values creativity in this regard, linking with inquiry, and problem‐solving. In recent years, science outreach carried out by u…
Rapid Evidence Assessment Protocol for the Meta-Analysis of Initiatives, Interventions and Programmes That Target Rural Neets
The acronym NEET refers to youths aged between 15 and 34 years old who are excluded from employment, education or training. However, historically, the NEET demographic has been depicted as a largely homogenous group. Against this backdrop and given the dependency of rural economies on agricultural practices for survival, such practices have been in decline for a number of years, seriously threatening rural communities’ sustainability. While these…
Socio-Economically Disadvantaged Male Students’ Hesitancy to Study Biology in Ireland
While it is evident that Ireland has the ambition to widen access to higher education, there are challenges; especially regarding the decision-making process of socio-economically disadvantaged youth when selecting subjects for transition into higher education. This is of particular concern when there are abundant science-related courses in higher education, as well as careers, which are fundamental to the global economy, and a cohort of Ireland’…
The influence of critical friendships on secondary student teachers engaged in collaborative action research
In this study, we explore the following: a) How do secondary student teachers, engaged in collaborative action research, function as critical friends? b) What challenges do they encounter? How do they mitigate these challenges? and c) In what ways did meeting as critical friends influence the student teachers’ learning to conduct collaborative action research? The participants in our study included 38 secondary school student teachers (defined he…
Science self-efficacy beliefs of upper primary students in Ireland
This exploratory study aimed to assess the strength of primary school students’ (aged 11–12 years old) Science Self-Efficacy (SSE) beliefs, identify emanating sources, and investigate any gender-related differences. School SSE is defined here as perceived capacity to complete learning outcomes from the upper Irish primary science curriculum. The strengths and sources of participants’ school SSE beliefs were assessed quantitatively (N = 260) using…
Game-Based Learning for the Promotion of Multidimensional Conceptual Change in Astronomy Education
Research in astronomy education has traditionally focused on students’ conceptual understanding through a cognitive lens, despite growing recognition that learning is multidimensional and extends beyond the acquisition or re-organisation of ideas. Game-based learning (GBL) is increasingly used to support conceptual learning in science, yet it is rarely examined through a conceptual change lens that accounts for both cognitive and affective dimens…
Modeling the dynamics of self-efficacy sources in English speaking proficiency
Numerous studies have explored the relationship between the four sources of self-efficacy—mastery experience (ME), vicarious experience (VE), verbal persuasion (VP), and emotional and physiological states (EPS)—in relation to an individual’s self-efficacy beliefs in English language learning. However, limited research has examined how these sources of self-efficacy interact to shape students’ self-efficacy in speaking English, particularly within…
Pedagogy (7 works) · Psychology (7 works) · Mathematics education (5 works) · Sociology (5 works) · Computer Science (4 works) · Perception (4 works) · Political science (4 works) · Science education (3 works) · Science Education and Pedagogy (3 works) · Social Psychology (3 works)