STEME

Science Technology Engineering Mathematics and Environmental Education Research Group

Re-imagining futures in STEME

Book chapters

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 Viewing and Creating Animations in Science Education: Innovative Developments in Semiotic and Educational Research. (pp. 209-228) Dordrecht, The Netherlands: Springer.

Publisher: https://link.springer.com/book/10.1007/978-3-030-56047-8

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

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.


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.


Learning about STEM

Campbell, C. (2020) Learning about STEM. In Kilderry, A. & Raban, B, (Eds), Strong Foundations: Evidence Informing Practice in Early Childhood, Publisher ACER (Australian Council for Educational Research).

Publisher: https://research.acer.edu.au/strong-foundations/13/

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