Book chapters

STEME

Science Technology Engineering Mathematics and Environmental Education Research Group

Re-imagining futures in STEME

Book chapters

Understanding pedagogies for climate change education through collaborative arts-based autoethnography

Raphael, J., Hannigan, S., & White, P. J. (2022). Understanding pedagogies for climate change education through collaborative arts-based autoethnography. In P. J. White, R. Tytler, J. P. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 3 (pp. 99-128). Cambridge Scholars Publishing.

Publisher: https://www.cambridgescholars.com/product/978-1-5275-8844-8

Online courses for leaders of mathematics and numeracy in primary and secondary schools: Overview and effectiveness

Gervasoni, A., Davidson, A., Downton, A., Livy, S., & Russo, J. (2022). Online courses for leaders of mathematics and numeracy in primary and secondary schools: Overview and effectiveness. In N. Fitzallen, C. Murphy, V. Hatisaru & N. Maher (Eds.), Mathematical Confluences and Journeys (Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, July 3-7, presented as part of the Symposium: Leadership of Mathematics in Schools: Initiatives and some findings) pp. 28–40. MERGA.

Publisher: https://merga.net.au/Public/Publications/Annual_Conference_Proceedings/2022-Conference-Proceedings-.aspx

A sociocultural framing of multimodal learning analytics: Potential for formative assessment in primary mathematics

Xu, L., Ferguson, J.P., Widjaja, W., Lao, W., Bao, L., & Li, J. (2021). A sociocultural framing of multimodal learning analytics: Potential for formative assessment in primary mathematics. In P.J. White, R. Tytler, J.P. Ferguson, & J. Cripps Clark (Eds.), Methodological approaches to STEM education research Volume 2 (220-242). Cambridge Scholars Publishing.

Publisher: https://www.cambridgescholars.com/product/978-1-5275-7222-5

Ethical research with young people: The politics of youth climate strikers in Australia

White, P. J. & Ferguson, J.P. (2021). Ethical research with young people: The politics of youth climate strikers in Australia. In P.J. White, R. Tytler, J. P. Ferguson, & J. Cripps Clark (Eds), Methodological Approaches to STEM Education Research Volume 2 (pp. 320-335). Cambridge Scholars Publishing.

Publisher: https://www.cambridgescholars.com/product/978-1-5275-7222-5

Drama for teaching controversial issues in science

White, P. J. & Raphael, J. (2023). Drama for teaching controversial issues in science. In D. McGregor & D. Anderson (Eds), Learning science through drama: Exploring international perspectives (155-173). Springer. https://doi.org/10.1007/978-3-031-17350-9_10

Publisher: https://link.springer.com/chapter/10.1007/978-3-031-17350-9_10
DOI: https://doi.org/10.1007/978-3-031-17350-9_10

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. J. White, R. Tytler, J. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 1 (pp. 251-270). Cambridge Scholars Publishing.

Publisher: https://www.cambridgescholars.com/product/978-1-5275-5551-8

Pre-service teachers representing socioscientic aspects of scientists’ work

White, P. J., & Tytler, R. (2022). Pre-service teachers representing socioscientific aspects of scientists’ work. In Y-S. Hsu, R. Tytler, & P.J. White (Eds), Innovative Approaches to Socio-Scientific Issues and Sustainability Education: Linking Research to Practice (pp. 15-31). Springer. https://doi.org/10.1007/978-981-19-1840-7_2

Publisher: https://link.springer.com/chapter/10.1007/978-981-19-1840-7_2
DOI: https://doi.org/10.1007/978-981-19-1840-7_2

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: Innovating in Semiotic and Educational Research, (pp. 209-228). Springer. https://doi.org/10.1007/978-3-030-56047-8_9

Publisher: https://link.springer.com/chapter/10.1007/978-3-030-56047-8_9#citeas
DOI: https://doi.org/10.1007/978-3-030-56047-8_9

Methodological challenges for collaborative research in senior science classrooms

Unsworth, L. Tytler, R., Fenwick, L. (2021). Methodological challenges for collaborative research in senior science classrooms. In P. J. White, R. Tytler, J. P. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 2 (pp. 66-84). Cambridge Scholars Publishing.

Publisher: https://www.cambridgescholars.com/product/978-1-5275-7222-5

Visualisation and spatial thinking in primary students’ understandings of Astronomy

Tytler, R., White, P., & Mulligan, J. (2020). Visualisation and spatial thinking in primary students’ understandings of Astronomy. In O. Levrini, G. Tasquier, T. G. Amin, L. Branchetti, & M. Levin (Eds.), Engaging with Contemporary Challenges through Science Education Research: Selected papers from the ESERA 2019 Conference (pp. 291-304). Springer. https://doi.org/10.1007/978-3-030-74490-8_23

Publisher: https://link.springer.com/chapter/10.1007/978-3-030-74490-8_23
DOI: https://doi.org/10.1007/978-3-030-74490-8_23

Theory and practice relations in design-based research: Designing professional learning with teachers teaching mathematics and science out-of-field

Tytler, R., Hobbs, L., Brown, J., White, P. J., Campbell, C., Cripps Clark, J., Delaney, S., Herbert, S., Peters, A., Sawatzki, C., & Widjaja, W. (2021). Theory and practice relations in design-based research: Designing professional learning with teachers teaching mathematics and science out-of-field. In P. J. White, R. Tytler, J. P. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 2 (pp. 40-65). Cambridge Scholars Publishing. 

Publisher: https://www.cambridgescholars.com/product/978-1-5275-7222-5

Living things and environments

Tytler, R., Haslam, F., White, P., & Peterson, S. (2020). Living things and environments. In K. Skamp & C. Preston (Eds.), Teaching primary science constructively (7th ed., pp. 327 – 385). Cengage.

Publisher: https://au.cengage.com/c/teaching-primary-science-constructively-7e-skamp-preston-contributing-authors/9780170443401/

Working with teachers in reform initiatives

Tytler, R., & White, P. J. (2022). Working with teachers in reform initiatives. In P. J. White, R. Tytler, J. P. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 3 (pp. 129-149). Cambridge Scholars Publishing.

Publisher: https://www.cambridgescholars.com/product/978-1-5275-8844-8

Responsible research, innovation and socio-scientific inquiry approaches in a European teacher education project

Tytler, R., & White, P. J. (2022). Responsible research, innovation and socio-scientific inquiry approaches in a European teacher education project. In Y-S. Hsu, R. Tytler, & P. J. White (Eds), Innovative Approaches to Socio-Scientific Issues and Sustainability Education – Linking Research to Practice (pp. 101-118). Springer. https://doi.org/10.1007/978-981-19-1840-7_7

Publisher: https://link.springer.com/chapter/10.1007/978-981-19-1840-7_7
DOI: https://doi.org/10.1007/978-981-19-1840-7_7

Science, Drama and the Aesthetic

Tytler, R., & Prain, V, (2021). Science, Drama and the Aesthetic. In P. J. White, J. Raphael, K. van Cuylenburg (Eds), Education in Science and Drama: Critical and creative approaches to Teaching and Learning (pp. 259-272). Springer. https://doi.org/10.1007/978-3-030-84401-1_16

Publisher: https://link.springer.com/chapter/10.1007/978-3-030-84401-1_16
DOI: https://doi.org/10.1007/978-3-030-84401-1_16

Student Attitudes, Identity and Aspirations Toward Science

Tytler, R. & Ferguson, J. P. (2023). Student Attitudes, Identity and Aspirations Toward Science. In N. G. Lederman, D. L. Zeidler, & J. S. Lederman (Eds), Handbook of Research on Science Education Volume III (Ch. 6). Routledge. https://doi.org/10.4324/9780367855758-8

DOI: https://doi.org/10.4324/9780367855758-8

Researching for system reform: Giving voice to the authoritative outsider

Tytler, R. (2022). Researching for system reform: Giving voice to the authoritative outsider. In P. J. White, R. Tytler, J. P. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 3 (pp. 245-264). Cambridge Scholars Publishing.

Publisher: https://www.cambridgescholars.com/product/978-1-5275-8844-8

Pragmatist perspectives on Science Education – a research program

Tytler, R. (2022). Pragmatist perspectives on Science Education – a research program. In K. Hamza, B. Jakobson, & I. Lundegård (Eds.), Nature, teaching of nature, and the nature of teaching: Festschrift for Per-Olof Wickman. University of Stockholm Press.


Methodological complexity in analysis of popular writing to critique the nature of school science

Symington, D., Tytler, R., & White, P. J. (2021). Methodological complexity in analysis of popular writing to critique the nature of school science. In P. J. White, R. Tytler, J. P. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 2 (pp. 281-310). Cambridge Scholars Publishing.

Publisher: https://www.cambridgescholars.com/product/978-1-5275-7222-5

The role of challenging mathematical tasks in creating opportunities for student reasoning

Sullivan, P., & Davidson, A. (2014). The role of challenging mathematical tasks in creating opportunities for student reasoning. In J. Anderson, M. Cavanagh, & A. Prescott (Eds.), Curriculum in focus: Research guided practice: Proceedings of the 37th annual conference of the Mathematics Education Research Group of Australasia (pp. 605–612). MERGA.


Maths + Movement: Methodological considerations for mathematics teacher educators as action researchers

Sawatzki, C., Ocean, J., Davidson, A., & Lander, N. (2020). Maths + Movement: Methodological considerations for mathematics teacher educators as action researchers. In P. White, R. Tytler, J. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research Volume 1 (pp. 154 – 173). Cambridge Scholars Publishing.

Publisher: https://www.cambridgescholars.com/product/978-1-5275-5551-8

Sparking Learning in Science and Drama: Setting the Scene

Raphael, J., White, P.J., & van Cuylenburg, K. (2021). Sparking Learning in Science and Drama: Setting the Scene. In P.J. White, J. Raphael, & K. van Cuylenburg (Eds), Science and Drama: Contemporary and creative approaches to teaching and learning (pp. 1-25). Springer. https://doi.org/10.1007/978-3-030-84401-1_1

Publisher: https://link.springer.com/chapter/10.1007/978-3-030-84401-1_1
DOI: https://doi.org/10.1007/978-3-030-84401-1_1

Transdisciplinarity: Science and Drama Education Developing Teachers for the Future

Raphael, J. & White, P.J. (2021). Transdisciplinarity: Science and Drama Education Developing Teachers for the Future. In P.J. White, J. Raphael, & K. van Cuylenburg (Eds), Science and Drama: Contemporary and creative approaches to teaching and learning (pp. 145-162). Springer. https://doi.org/10.1007/978-3-030-84401-1_9

Publisher: https://link.springer.com/chapter/10.1007/978-3-030-84401-1_9#citeas
DOI: https://doi.org/10.1007/978-3-030-84401-1_9

Teacher change in Science Education: What could be done to make this happen?

Pham, L., & Tytler, R. (2021). Teacher change in Science Education: What could be done to make this happen? In D. Bao & T. Pham (Eds.). Transforming pedagogies through engagement with learners, teachers and communities (pp. 189-200). Springer. https://doi.org/10.1007/978-981-16-0057-9_12

DOI: https://doi.org/10.1007/978-981-16-0057-9_12

Developing a rubric for assessing mathematical reasoning: A design-based research study in primary classrooms

Loong, E., Vale, C., Widjaja, W., Herbert, S., Bragg, L. A., & Davidson, A. (2018). Developing a rubric for assessing mathematical reasoning: A design-based research study in primary classrooms. In J. Hunter, P. Perger, & L. Darragh (Eds.). Making waves, opening spaces: Proceedings of the 41st annual conference of the Mathematics Education Research Group of Australasia, New Zealand, 503–510. MERGA.

Publisher: https://files.eric.ed.gov/fulltext/ED592421.pdf

Overview of Teachers’ Professional Learning for Socioscientific Issues and Sustainability Education

Hsu, YS., Tytler, R., & White, P. J. (2022). Overview of Teachers’ Professional Learning for Socioscientific Issues and Sustainability Education. In YS. Hsu, R. Tytler, & P.J. White (eds), Innovative Approaches to Socio-Scientific Issues and Sustainability Education – Linking Research to Practice (pp. 1-12). Springer. https://doi.org/10.1007/978-981-19-1840-7_1

Publisher: https://link.springer.com/book/10.1007/978-981-19-1840-7
DOI: https://doi.org/10.1007/978-981-19-1840-7_1

Evolving Teacher Education Practice through Collaborative Arts-Based Autoethnography

Hannigan, S., Raphael, J., & White, P.J. (2022). Evolving teacher education practice through collaborative arts-based autoethnography. In E.A. Anteliz, D.L Mulligan, & PA Danaher (Eds), The Routledge International Handbook of Autoethnography in Educational Research. Routledge.

 

Publisher: https://www.routledge.com/The-Routledge-International-Handbook-of-Autoethnography-in-Educational/Anteliz-Mulligan-Danaher/p/book/9781032119922
DOI: https://doi.org/10.4324/b23046-6

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). Springer.

DOI: https://doi.org/10.1007/978-3-030-77011-2_4

Video research – Purposeful selection from rich data sets

Ferguson, J. P., Aranda, G., Tytler, R., & Gorur, R. (2018). Video research – Purposeful selection from rich data sets. In L. Xu, G. Aranda, & D. Clarke (Eds.), Video-based research in education – Cross-disciplinary perspectives (pp. 124-139). Routledge.

DOI: https://doi.org/10.4324/9781315109213

School Mathematics Leaders’ Support of Primary Teachers’ Professional Learning in Meetings

Driscoll, K., & Cheeseman, J. (2022). School Mathematics Leaders’ Support of Primary Teachers’ Professional Learning in Meetings. In N. Fitzallen, C. Murphy, V. Hatisaru & N. Maher (Eds.), Mathematical Confluences and Journeys. Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, (pp. 186-193). MERGA.


Primary School Mathematics Leaders’ Actions that Facilitate Effective Mathematics Planning and Support Teachers’ Professional Learning

Driscoll, K. (2022). Primary School Mathematics Leaders’ Actions that Facilitate Effective Mathematics Planning and Support Teachers’ Professional Learning. In N. Fitzallen, C. Murphy, V. Hatisaru & N. Maher (Eds.), Mathematical Confluences and Journeys. Proceedings of the 44th Annual Conference of the Mathematics Education Research Group of Australasia, (pp. 178-185). MERGA.


Primary School Mathematics Leaders’ views of their mathematics leadership role

Driscoll, K. (2017). Primary School Mathematics Leaders’ views of their mathematics leadership role. In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on: We are still learning! Proceedings of the 40th annual conference of the Mathematics Education Research Group of Australasia, (pp. 213-220). MERGA.


Improving the effectiveness of mathematics teaching through active reflection

Driscoll, K. (2015). Improving the effectiveness of mathematics teaching through active reflection. In M. Marshman, V. Geiger, & A. Bennison (Eds.), Mathematics education in the margins. Proceedings of the 38th annual conference of the Mathematics Education Research Group of Australasia, (pp. 205-212). MERGA.


Conceptualising the critical factors that influence teachers’ mathematics planning decisions for student-centred learning

Davidson. A. (2019). Conceptualising the critical factors that influence teachers’ mathematics planning decisions for student-centred learning. In G. Hine, S. Blackley, & A. Cooke (Eds.), Mathematics education research – Impacting practice: Proceedings of the 42nd annual conference of the Mathematics Education Research Group of Australasia (pp. 212–219). Perth, Australia: MERGA.


Exploring ways to improve teachers’ Mathematical Knowledge for Teaching with effective team planning practices

Davidson, A. (2017). Exploring ways to improve teachers’ Mathematical Knowledge for Teaching with effective team planning practices. In A. Downton, S. Livy, & J. Hall (Eds.), 40 years on: We are still learning! Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia. Melbourne, Australia: MERGA.


The priorities and challenges of primary teachers’ knowledge in their mathematics planning

Davidson, A. (2016). The priorities and challenges of primary teachers’ knowledge in their mathematics planning. In B. White, M. Chinnappan, & S. Trenholm (Eds.), Opening up mathematics education research: Proceedings of the 39th annual conference of the Mathematics Education Research Group of Australasia (pp. 180–187). Adelaide, Australia: MERGA.


Cultural-historical methodology for educational research: A Vygotskian manifesto

Cripps Clark, J., Nicholas, M., & Veresov, N. (2021). Cultural-historical methodology for educational research: A Vygotskian manifesto. In P. White, R. Tytler, J. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research: Volume 2 (pp. 243-260). Cambridge Scholars Publishing.


Analysing student graphing in mathematics and science: The methodological utility of a semiotic framework

Cripps Clark, J., & Ferguson, J. P. (2022). Analysing student graphing in mathematics and science: The methodological utility of a semiotic framework. In P. White, R. Tytler, J. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research: Volume 3 (pp. 308-325). Cambridge Scholars Publishing.


Researching together in 21st Century Australian universities: A pragmatist accounting of collaborative research in science education

​​Cripps Clark, J., & Ferguson, J. P. (2021). Researching together in 21st Century Australian universities: A pragmatist accounting of collaborative research in science education. In P. White, R. Tytler, J. Ferguson, & J. Cripps Clark (Eds.), Methodological Approaches to STEM Education Research: Volume 2 (pp. 302-319). Cambridge Scholars Publishing.


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. 

Publisher: https://eprints.qut.edu.au/203353/

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_9

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