Liliane Dionne (2009)

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Recognized for her leadership and for broadly unifying projects, Liliane Dionne shows strong creative abilities.

As someone who has worked for 20 years in science teaching and learning, she is seen by her peers as a true generator of ideas. Her doctoral studies have enabled her to "to channel her creativity in a way that benefits the educational community," she says, and this has nurtured her intrinsic desire to make worthwhile contributions to her field.

An assistant professor in the University of Ottawa's Faculty of Education since 2004, Ms. Dionne worked previously as a high school science teacher. Her years of experience in a practical setting stirred her interest in the phenomenon of collaboration between teachers, a central topic in her doctoral thesis.

As an accomplished researcher, she has collaborated in a number of refereed publications, books and chapters of books, and she has initiated numerous research projects that have been funded, notably, by the Social Sciences and Humanities Research Council. Her involvement in the Science ECO 21 Education Research Unit, in which she is the principal investigator, clearly shows her desire to rally colleagues and counterparts around the world to projects converging toward the spread of science in school settings.

Ms. Dionne has taken an interest in learning communities as a means of professional development and of building a sense of self-sufficiency in science among teachers. Her other research projects include a study of factors motivating high school students in Science Fairs. She is also collaborating in an international project aimed at comparing the content of framework programs in environmental education. Despite a very busy work schedule, she has several projects in the pipeline. These encompass a desire to go more deeply into certain issues that stem from her research on guidance in the context of learning communities and on other research themes and activities that are important to her.

With respect to early training in science education, she is also the originator of a partnership project with the Canadian Museum of Nature, which provides an opportunity for a number of students registered in the Teacher Education Program to conduct an apprenticeship in science animation at the museum, a means of consolidating their scientific knowledge.

In terms of contributions to community service, she is involved with the Science ECO 21 Education Research Unit, which works to develop international partnerships for promoting enhanced scientific culture in schools. She has helped set up a series of Environmental Learning (EL) Café programs on the environment, dealing with the bases of environmental education and sustainable development, the fight against excess consumption, eco-gardening in schoolyards, etc.

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