Publication type: Book chapters
STEME
Science Technology Engineering Mathematics and Environmental Education Research Group
Re-imagining futures in STEME
Book chapters
Mapping Teacher Moves when Facilitating Mathematical Modelling
Brown, J.P., & Stillman, G.A. (2023). Mapping teacher moves when facilitating mathematical modelling. In B. Reid-O’Connor, E. Prieto-Rodriguez, K. Holmes & A. Hughes (Eds.), Weaving mathematics education research from all perspectives. (Proceedings of the 45th Annual Conference of the Mathematics Education Research Group of Australasia, July 2-6) pp. 115–122. Newcastle: MERGA.
Tensions between theory and practice: A mathematics education perspective.
Brown, J.P., Sawatzki, C., & Widjaja, W. (2022). Tensions between theory and practice: A mathematics education perspective. In P. White, R. Tytler, J. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research (Vol. 3., pp. 286-307). Cambridge Scholars.
Perspectives from Academia and School Leadership Boundary Crossing Roles in One Alliance School-University Partnership
Bradbury OJ, Moore B., Arnold J., Brown J., & Eyers A.. (2022). Perspectives from academia and school leadership boundary crossing roles in one alliance School-University Partnership. In O. Bradbury, & D. Acquaro (Eds.), School-University Partnerships—Innovation in Initial Teacher Education. (pp. 129-147). Springer Nature Singapore.
Publisher: https://link.springer.com/chapter/10.1007/978-981-19-5057-5_9Where 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/10.1007/978-3-030-77011-2Early 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_437-1Interaktive 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.htmlDo 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/10.4337/9781839101106Animation 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/10.1007/978-3-030-56047-8Unpacking 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/10.1163/9789004446076STEM 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/10.1007/978-3-030-52229-2Maths+ 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.2020.27Play, 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/10.1163/9789087905491Framing 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_10Challenges 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/10.1007/978-3-030-11066-6Confronting, 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/9783030040307DOI: https://doi.org/10.1007/978-3-030-04031-4-6