معرفی
Helen Georgiou is a Senior Lecturer in the School of Education at the University of Wollongong, Australia. Her research focuses on enhancing student understanding in STEM disciplines, particularly through the lens of Legitimation Code Theory (LCT). She holds a PhD from The University of Sydney on student misconceptions in thermodynamics. Her work addresses curriculum design, teacher training, and gender representation in physics.
Georgiou has led projects such as 'Developing Transferable Skills' (NSW Department of Education) and 'LIFT as we climb' (Department of Industry), focusing on STEM education and entrepreneurship. She supervises multiple higher-degree research students exploring topics like science teacher perceptions, blended learning adoption, and academic literacy in EFL contexts.
Her research interests include diagnostic assessment techniques, multimodal learning tools (e.g., makerspaces), and peer observation in professional development. She contributes to policy debates through publications analyzing curriculum reforms and international science assessment outcomes.
Key collaborations include the LCT Centre for Knowledge-Building (Associate Member since 2017) and interdisciplinary projects with nursing, architecture, and engineering disciplines. Her teaching focuses on preparing educators to address persistent student challenges in STEM through evidence-based practices.
