IRC to award €16.8m in scholarships to post-grad students – The Irish Research Council (IRC) will offer €16.8m over four years to post-graduate students as part of this year’s post-graduate scholarship awards across multiple disciplines.
Under this round of the scheme, a total of 219 students from 17 institutes across Ireland have been funded by the IRC, to the value of €16.8m over four years.
In this year’s research topics, the IRC has seen PhD studies in the areas of household energy demand, the impact of obesity on motor development, the construction of Irish identity and even potential therapies for autoimmune disease.
One of this year’s 2014 Postgraduate Scholarship Scheme awardees, Bianca Ní Ghrógáin, a student of Dublin City University (DCU), has focused her research on science, technology, engineering and mathematics (STEM) education with her project entitled: Computers, Creativity and the Flipped Classroom: Using Computer Construction Kits in Primary Schools to Promote STEM and Advance 21st Century Learning – an Exploratory Study.
Speaking of the awarding of this year’s funding, Eucharia Meehan, director of the IRC, said, “Research and innovation are major drivers of economic growth. As Ireland strives to position itself as a world-class knowledge economy, it is imperative that more people are encouraged and supported to engage in research.
“As such, we are delighted to award this year’s post-graduate scholars with funding to continue their education and research projects, which are to an incredibly high standard.”
Also discussing the future of her research with this round of funding, Ní Ghrógáin said, “As a primary school teacher, I became very interested in the concept of ‘the flipped classroom’, which basically means pupils learn and process content at home, and then in school the next day jump into doing tasks related to that content.
“I had considered searching for funding opportunities overseas, however, I now have the opportunity to study here in Ireland and further my research in the use of technology as a pedagogical tool.”
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