STEME

Science Technology Engineering Mathematics and Environmental Education Research Group

Re-imagining futures in STEME

Book chapters

Where the Truth Lies: Peirce Through the Lens of The Third Man

Ferguson, J., & Cripps Clark, J. (2021). Where the Truth Lies: Peirce Through the Lens of The Third Man. In N. Barnes & A. Bedford (Eds.), Unlocking Social Theory with Popular Culture: Remixing Theoretical Influencers (pp. 33-46). Cham, Switzerland: Springer.

DOI: https://doi.org/10.1007/978-3-030-77011-2

Early childhood STEM Education – an international perspective of a developing field

Campbell, C. & Speldewinde. C (2021). Early childhood STEM Education – an international perspective of a developing field. Encyclopedia of Teacher Education. Springer

DOI: https://doi.org/10.1007/978-981-13-1179-6_437-1

Interaktive Lerngelegenheiten im frühen mathematisch-naturwissenschaftlichen Unterricht: Eine bedarfsorientierte Auswertung (Interactive learning in early mathematics and science education: A demand-oriented evaluation)

Koch, A., Delaney, S., MacCabe, K. (2020). Interaktive Lerngelegenheiten im frühen mathematisch-naturwissenschaftlichen Unterricht: Eine bedarfsorientierte Auswertung, in A. Eghtessad, T. Kosler, C. Oberhauser (Eds.), Transfer Forshung <-> Schule Heft 6 (pp. 237-241), Julius Klinkhart.

DOI: https://www.klinkhardt.de/verlagsprogramm/2420.html

Do creative skills future-proof your job? Creativity and the future of work in an age of exponential technological advancements.

Bridgstock, R., Tytler, R., & White, P. (2020). Do creative skills future-proof your job? Creativity and the future of work in an age of exponential technological advancements. In G. N. Hearn (Ed). The Future of Creative Work: Creativity and Digital Disruption (pp. 245-258). Edward Elgar Publishing. https://eprints.qut.edu.au/203353/

DOI: https://doi.org/10.4337/9781839101106

Animation construction as cross-modal translation in senior biology

White, P. J., Tytler, R., & Nielsen, W. (2020). Animation construction as cross-modal translation in senior biology. In L. Unsworth (Ed). Learning from animations in Science Education (pp. 209-228). Dordrecht, Netherlands: Springer.

DOI: https://doi.org/10.1007/978-3-030-56047-8

Unpacking the purposes and potential of interdisciplinary STEM.

Tytler, R. & Swanson, D. (2021). Unpacking the purposes and potential of interdisciplinary STEM. In N. Mansour & H. El-Deghaidy (Eds), STEM in Science Education and S in STEM: From pedagogy to learning (pp. 242-268). Rotterdam, The Netherlands: BRILL sense Publishers

DOI: https://doi.org/10.1163/9789004446076

STEM Education for the 21st Century.

Tytler, R. (2020). STEM Education for the 21st Century. In J. Anderson & Y. Li (Eds.). Integrated Approaches to STEM Education: An International Perspective. Springer Nature. DOI: 10.1007/978-3-030-52229-2

DOI: https://doi.org/10.1007/978-3-030-52229-2

Maths+ movement: Methodological considerations for mathematics teacher educators.

Sawatzki, C., Ocean, J., Davidson, A., Lander, N.  (2020). Maths+ movement: Methodological considerations for mathematics teacher educators. Methodological Approaches to STEM Education Research Volume 1, 154. Cambridge Scholars Publishing.


100 jobs of the future: Research engagement and impact.

White, P., Tytler, R. & Bridgstock, R. (2020). 100 jobs of the future: Research engagement and impact. In P. White, R. Tytler, J. Ferguson, & J. Cripps Clark (Eds.). Methodological Approaches to STEM Education Research Volume 1 (pp. 251-270). Cambridge Scholars Publishing.


Which Children’s Text will we remove from the Shelves Today? A Critical Analysis of Ecological Sustainability Ideology in Award Winning Early Children’s Literature

White, P.J., Auld, G., & Wells, M. (2020). Which Children’s Text will we remove from the Shelves Today? A Critical Analysis of Ecological Sustainability Ideology in Award Winning Early Children’s Literature. Australian Journal of Environmental Education. https://doi.org/10.1017/aee.2020.27

DOI: https://doi.org/10.1017/aee.2020.27

Play, Science and Engineering in the Early Years in Australia

Campbell, C (2020) Play, Science and Engineering in the Early Years in Australia. In Tunnecliffe and Kennedy, International Policies and Practices in Early STEM Education, Springer.


Facets of numeracy: Teaching, learning and practices

Geiger, V., Yasukawa, K., Bennison, A., Fielding Wells, J. & Sawatzki, C. (2020). Facets of numeracy: Teaching, learning and practices. In J. Way, C. Attard, J. Anderson, J. Bobis, H. McMaster, K. Cartwright (Eds.), Research in Mathematics Education in Australasia 2016–2019, (pp.59-89). Singapore: Springer.


The Role of the Maker Faire in STEM Engagement: Messages for Teacher Professional Development

Campbell, C., Hobbs, L., Xu, L. (2020). The Role of the Maker Faire in STEM Engagement: Messages for Teacher Professional Development, in Fitzgerald, A., Haeusler, C., & Pfeiffer, L. (Eds). STEM Education in Primary Classrooms: Unravelling Contemporary Approaches in Australia and New Zealand. London: Routledge.


Expectations for challenge in modelling and its assessment

Brown, J. P. (2020). Expectations for challenge in modelling and its assessment In G. A. Stillman, G. Kaiser, & C.E. Lampen (Eds.), Mathematical modelling education and sense-making (pp. 371-382). Cham: Springer.


Learning by construction of multiple representations

Ainsworth, S., Tytler, R., & Prain, V. (2020). Learning by construction of multiple representations. In P. Van Meter, A. List, D. Lombardi, & P. Kendeou (Eds.) Handbook of learning from multiple representations and perspectives. Routledge


The power of formative evaluation: Designing extended professional development

Hobbs, L. & Marks, G. (2020). The power of formative evaluation: Designing extended professional development. In P. White, R. Tytler, J. Ferguson, & J. Cripps Clark (Eds.). Methodological Approaches to STEM Education Research Volume 1 (pp. 174-202). Newcastle upon Tyne: Cambridge Scholars Publishing.


Nothing like planning and reflecting together to build trust: studies on teams of practicing mathematics teachers’ and coaches ‘ collaboration.

Widjaja, W., Vale, C., & Doig, B. (2020). Nothing like planning and reflecting together to build trust: studies on teams of practicing mathematics teachers’ and coaches ‘ collaboration. In Llyod, G. & Chapman, O. (Eds). International Handbook of Mathematics Teacher Education, 2nd edition, Volume 3: Participants working together. (pp. 127-150). Brills

Publisher: https://doi.org/10.1163/9789087905491

Framing and assessing scientific inquiry practices

Tytler, R., & White, P. (2019). Framing and assessing scientific inquiry practices. In Y-S. Hsu & Y-F. Yeh. (Eds.), Asia-Pacific STEM Teaching Practices: From theoretical frameworks to practices (pp. 173-190). Singapore: Springer.


Potential and challenges in integrating science and mathematics in the classroom through real-world problems: a case of implementing an interdisciplinary approach to STEM

Widjaja, W., Hubber, P., & Aranda, G. (2019). Potential and Challenges in Integrating Science and Mathematics in the Classroom Through Real-World Problems: A Case of Implementing an Interdisciplinary Approach to STEM. In Hsu, Y.S. & Feh, Y. F. (Eds) Asia-Pacific STEM Teaching Practices (pp. 157-171). Singapore: Springer. https://doi.org/10.1007/978-981-15-0768-7_10.

DOI: https://doi.org/10.1007/978-981-15-0768-7_10

Challenges and opportunities for a STEM interdisciplinary agenda

Tytler, R., Williams, G., Hobbs, L., & Anderson, J. (2019). Challenges and opportunities for a STEM interdisciplinary agenda. In B. Doig, J. Williams, D. Swanson, R. Borromeo Ferri, P. Drake (Eds) Interdisciplinary Mathematics Education: The State of the Art and Beyond (pp. 51-81). Springer ICME series

Publisher: https://link.springer.com/book/10.1007/978-3-030-11066-6

Confronting, Collaborating, and Crafting: An Enlivening Methodology for Academic Ecojustice Activism

White, P.J., Wooltorton, S., & Palmer, M., (2018). Confronting, Collaborating, and Crafting: An Enlivening Methodology for Academic Ecojustice Activism (Chapter 11) In A. L. Black and S. Garvis (Eds), Women Activating Agency in Academia: Metaphors, Manifestos and Memoir (pp )Oxfordshire: Routledge


Walking my Talk: Taking action to learn/relearn/unlearn towards engaged pedagogy

White, P.J. (2018). Walking my Talk: Taking action to learn/relearn/unlearn towards engaged pedagogy (Chapter 3). In B. Shapiro (Ed). Actions of their own to learn (pp. 41 – 58). Rotterdam: Sense.


Constructivist and sociocultural theories of learning

Tytler, R., Ferguson, J., & White, P. (2019). Constructivist and sociocultural theories of learning. In G. Venville & V. Dawson (Eds), The Art of Teaching Science (3rd Ed) (pp. 34 – 46). Perth: Allen and Unwin.


Gender issues in elementary mathematics teaching materials

Wu, Y., Widjaja, W., Li, J. (2016). Gender issues in elementary mathematics teaching materials. In I. Linayage & B. Nima (Eds). Multidisciplinary research perspectives in education. (pp. 149-160). Rotterdam: Sense.


Examining primary school teachers’ professional noticing

Widjaja, W., Xu, L., & Jobling, W., (2019). Examining primary school teachers’ professional noticing. In L. Xu, L., G. Aranda, W. Widjaja, & D. Clarke. Video-based Research in Education: Cross-disciplinary Perspectives. (pp. 66-82). New York, NY: Routledge.


Theorising Professional Learning through Lesson Study using the Interconnected Model of Professional Growth

Widjaja, W., Vale, C., Groves, S., & Doig, B. (2019). Theorising Professional Learning through Lesson Study using the Interconnected Model of Professional Growth. In R. Huang, A. Takahashi, J. P. de Pedro. Theory and practices of lesson study in mathematics: An International perspective. Advances in Mathematics Education. Switzerland: Springer Nature. (pp. 103-133).

Publisher: https://www.springer.com/gp/book/9783030040307
DOI: https://doi.org/10.1007/978-3-030-04031-4-6