Journal articles
STEME
Science Technology Engineering Mathematics and Environmental Education Research Group
Re-imagining futures in STEME
Journal articles
Investigating angles and symmetries in light reflection: An integrated approach
Xu, L., Mulligan, J., Speldewinde, C., Prain, V., Tytler, R. Kirk, M., & Healy, R. (2024). Investigating angles and symmetries in light reflection: An integrated approach. Australian Primary Mathematics Classroom, 28(2), 38-40. https://search.informit.org/doi/epdf/10.3316/informit.459924908783592
DOI: https://search.informit.org/doi/epdf/10.3316/informit.459924908783592Guiding student transduction in elementary school astronomy
Prain, V., & Tytler, R. (2024). Guiding student transduction in elementary school astronomy. Journal of Research in Science Teaching, 61(5), 1181-1205. https://doi.org/10.1002/tea.21940
DOI: https://doi.org/10.1002/tea.21940Is the Universe Infinite? Characterising a Hierarchy of Reasoning in Student Conceptions of Cosmology Concepts Using Open-Ended Surveys
Salimpour, S., Tytler, R., Fitzgerald, M.T., & Eriksson, U. (2023). Is the Universe Infinite? Characterising a Hierarchy of Reasoning in Student Conceptions of Cosmology Concepts Using Open-Ended Surveys. Journal for STEM Education Research, 6, 102-129. https://doi.org/10.1007/s41979-023-00088-8
DOI: https://doi.org/10.1007/s41979-023-00088-8Seeing through the eyes of the teacher? Investigating primary school teachers’ professional noticing through a video-based research methodology
Xu, L., Widjaja, W., & Ferguson, J. P. (2018). Seeing through the eyes of the teacher? Investigating primary school teachers’ professional noticing through a video-based research methodology. International Journal of Research and Method in Education, 42(5), 470-484. https://doi.org/10.1080/1743727X.2018.1499016
Publisher: https://www.tandfonline.com/doi/abs/10.1080/1743727X.2018.1499016DOI: https://doi.org/10.1080/1743727X.2018.1499016
A multi-layered framework for analyzing primary students’ multimodal reasoning in science
Xu, L., van Driel, J., & Healy, R. (2021). A multi-layered framework for analyzing primary students’ multimodal reasoning in science. Education Sciences: special issue on Languages and Literacies in Science Education, 11(12), 758. https://doi.org/10.3390/educsci11120758
DOI: https://doi.org/10.3390/educsci11120758Challenges in designing and assessing student interdisciplinary learning of optics using a representation construction approach
Xu, L., Prain, V., & Speldewinde, C. (2021). Challenges in designing and assessing student interdisciplinary learning of optics using a representation construction approach. International Journal of Science Education, 43(6), 844-867. https://doi.org/10.1080/09500693.2021.1889070
Publisher: https://www.tandfonline.com/doi/abs/10.1080/09500693.2021.1889070DOI: https://doi.org/10.1080/09500693.2021.1889070
The Relevance of STEM: a Case Study of an Australian Secondary School as an Arena of STEM Curriculum Innovation and Enactment
Xu, L., Fang, SC., & Hobbs, L. (2023). The Relevance of STEM: a Case Study of an Australian Secondary School as an Arena of STEM Curriculum Innovation and Enactment. International Journal of Science and Mathematics Education, 21(2), 667-689. https://doi.org/10.1007/s10763-022-10267-5
Publisher: https://link.springer.com/article/10.1007/s10763-022-10267-5DOI: https://doi.org/10.1007/s10763-022-10267-5
Teacher orchestration of student responses to rich mathematics tasks in the US and Japanese classrooms
Xu, L., & Mesiti, C. (2022). Teacher orchestration of student responses to rich mathematics tasks in the US and Japanese classrooms. ZDM–Mathematics Education, 54(2), 273-286. https://doi.org/10.1007/s11858-021-01322-6
Publisher: https://link.springer.com/article/10.1007/s11858-021-01322-6DOI: https://doi.org/10.1007/s11858-021-01322-6
Towards a Social Semiotic Interpretation of the Chemistry Triangle: Student exploration of the Particulate Nature of Matter in a secondary science classroom
Xu, L. (2022). Towards a Social Semiotic Interpretation of the Chemistry Triangle: Student exploration of the Particulate Nature of Matter in a secondary science classroom. International Journal of Science and Mathematics Education, 20(4), 705-726. https://doi.org/10.1007/s10763-021-10190-1
Publisher: https://link.springer.com/article/10.1007/s10763-021-10190-1DOI: https://doi.org/10.1007/s10763-021-10190-1
Team teaching in large spaces: three case studies framed by relational agency
Prain, V., Emery, S., Thomas, D., Lovejoy, V., Farrelly, C., Baxter, L., Blake, D., Deed, D., Edwards, M-C., Fingland, D., Mooney, A., Muir, T., Swabey, K., Tytler, R., Workman, E., Daniel-Zitzlaff, T., & Henriksen, J. (2022). Team teaching in large spaces: three case studies framed by relational agency. Teaching Education, 33(3), 272–285. https://doi.org/10.1080/10476210.2020.1868423
Publisher: https://www.tandfonline.com/doi/full/10.1080/10476210.2020.1868423DOI: https://doi.org/10.1080/10476210.2020.1868423
Learning Cycles: Enriching Ways of Knowing Place
Wooltorton, S., White, P., Palmer, M., & Collard, L. (2021). Learning Cycles: Enriching Ways of Knowing Place. Australian Journal of Environmental Education, 37(1), 1-18. https://doi.org/10.1017/aee.2020.15
DOI: https://doi.org/10.1017/aee.2020.15Learning Regenerative Cultures: Indigenous nations in higher education renewal in Australia
Wooltorton, S., Guenther, J., Poelina, A., Blaise, M., Collard, L., & White, P. (2022). Learning Regenerative Cultures: Indigenous nations in higher education renewal in Australia. Asia Pacific Education Review, 23, 639-651. https://doi.org/10.1007/s12564-022-09789-y
Publisher: https://link.springer.com/article/10.1007/s12564-022-09789-yDOI: https://doi.org/10.1007/s12564-022-09789-y
Aesthetics, affect, and making meaning in science education: An introduction
Wickman, P-O., Prain, V., & Tytler, R. (2021). Aesthetics, affect, and making meaning in science education: An introduction. International Journal of Science Education (Special issue on Aesthetics in Science Education), 44(5), 717-734. https://doi.org/10.1080/09500693.2021.1912434
Publisher: https://www.tandfonline.com/doi/full/10.1080/09500693.2021.1912434DOI: https://doi.org/10.1080/09500693.2021.1912434
Entangling our thinking and practice: A model for collaboration in teacher education
White, P. J., Raphael, J., Hannigan, S., & Cripps Clark, J. (2020). Entangling our thinking and practice: A model for collaboration in teacher education. Australian Journal of Teacher Education, 45(8), 93-110. https://doi.org/10.14221/ajte.2020v45n8.6
DOI: https://doi.org/10.14221/ajte.2020v45n8.6Slowmation Pedagogy in Senior Secondary Biology
White, P.J., Nielsen, W., & Tytler, R. (2020). Slowmation Pedagogy in Senior Secondary Biology. Teaching Science, 66(1), 43-52.
School Strikers Enacting Politics for Climate Justice: Daring to think differently about education
White, P. J., Ferguson, J.P., O’Connor Smith N., & O’Shea Carré, H. (2021). School Strikers Enacting Politics for Climate Justice: Daring to think differently about education. Australian Journal of Environmental Education, 38(1), 26–39. http://doi.org/10.1017/aee.2021.24
DOI: http://doi.org/10.1017/aee.2021.24A Critical Analysis of Ecological Sustainability Ideology in Award Winning Early Children’s Literature
White, P.J., Auld, G., & Wells, M. (2020). A Critical Analysis of Ecological Sustainability Ideology in Award Winning Early Children’s Literature. Australian Journal of Environmental Education, 37(2), 147-158. https://doi.org/10.1017/aee.2020.27
DOI: https://doi.org/10.1017/aee.2020.27Contemporary Science Practice in the Classroom: A phenomenological exploration into how online curriculum resources can facilitate learning
Vamvakas, M., White, P., & Tytler, R. (2021). Contemporary Science Practice in the Classroom: A phenomenological exploration into how online curriculum resources can facilitate learning. International Journal of Science Education, 43(13), 2087-2107. https://doi.org/10.1080/09500693.2021.1952333
Publisher: https://www.tandfonline.com/doi/full/10.1080/09500693.2021.1952333DOI: https://doi.org/10.1080/09500693.2021.1952333
A representation construction pedagogy of guided inquiry for learning data modelling
Tytler, R., White, P., & Ferguson, J. (2020). A representation construction pedagogy of guided inquiry for learning data modelling. Learning: Research and Practice: Special issue – Multimodality in Science Education, 6(1), 5-18. https://doi.org/10.1080/23735082.2020.1750672
Publisher: https://www.tandfonline.com/doi/full/10.1080/23735082.2020.1750672DOI: https://doi.org/10.1080/23735082.2020.1750672
Characterising a representation construction pedagogy for integrating science and mathematics in the primary school
Tytler, R., Prain, V., Kirk, M., Mulligan, J., Nielsen, C., Speldewinde, C., White, P., & Xu, L. (2023). Characterising a representation construction pedagogy for integrating science and mathematics in the primary school. International Journal of Science and Mathematics Education, 21, 1153-1175. https://doi.org/10.1007/s10763-022-10284-4
Publisher: https://link.springer.com/article/10.1007/s10763-022-10284-4DOI: https://doi.org/10.1007/s10763-022-10284-4
Rethinking disciplinary links in interdisciplinary STEM learning: A temporal model
Tytler, R., Prain, V., & Hobbs, L. (2021). Rethinking disciplinary links in interdisciplinary STEM learning: A temporal model. Research in Science Education, 51(1), 269-287. https://doi.org/10.1007/s11165-019-09872-2
Publisher: https://link.springer.com/article/10.1007/s11165-019-09872-2DOI: https://doi.org/10.1007/s11165-019-09872-2
An Interdisciplinary Approach to Primary School Mathematics and Science Learning
Tytler, R., Mulligan, J., Prain, V., White, P., Xu, L, Kirk, M., Nielsen, C., & Speldewinde, C. (2021). An Interdisciplinary Approach to Primary School Mathematics and Science Learning. International Journal of Science Education, 43(12), 1926-1949. https://doi.org/10.1080/09500693.2021.1946727
Publisher: https://www.tandfonline.com/doi/full/10.1080/09500693.2021.1946727DOI: https://doi.org/10.1080/09500693.2021.1946727
Proficiencies to guide science curriculum planning
Tytler, R., & van Driel, J. (2021). Proficiencies to guide science curriculum planning. Teaching Science, 67(1), 45-56.
Interdisciplinary Mathematics and Science – a guided inquiry approach to enhance student learning
Tytler, R., & Prain, V. (2022). Interdisciplinary Mathematics and Science – a guided inquiry approach to enhance student learning. Teaching Science, 68(1), 31-43.
Supporting student transduction of meanings across modes in primary school astronomy
Tytler, R. & Prain, V. (2022). Supporting student transduction of meanings across modes in primary school astronomy. Frontiers in Communication, 7. https://doi.org/10.3389/fcomm.2022.863591
Publisher: https://www.frontiersin.org/articles/10.3389/fcomm.2022.863591/fullDOI: https://doi.org/10.3389/fcomm.2022.863591
The role of visualization in science: A response to “Science teachers’ use of visual representations”
Tytler, R. (2021). The role of visualization in science: A response to “Science teachers’ use of visual representations”. Studies in Science Education, 57(1), 129-139. https://doi.org/10.1080/03057267.2020.1766826
Publisher: https://www.tandfonline.com/doi/full/10.1080/03057267.2020.1766826DOI: https://doi.org/10.1080/03057267.2020.1766826
Using financial modelling to decide, “Should I tap into my superannuation?”
Sawatzki, C., Zmood, S., & Davidson, A. (2020). Using financial modelling to decide, “Should I tap into my superannuation?”. Australian Mathematics Education Journal, 2(2), 22-27.
Cosmos Visualised: Development of a qualitative framework for analysing representations in cosmology education
Salimpour, S., Tytler, R., Eriksson, U., & Fitzgerald, M. (2021). Cosmos Visualised: Development of a qualitative framework for analysing representations in cosmology education. Physical Review Physics Education Research, 17(1), 013104. https://doi.org/10.1103/PhysRevPhysEducRes.17.013104
Publisher: https://journals.aps.org/prper/pdf/10.1103/PhysRevPhysEducRes.17.013104DOI: https://doi.org/10.1103/PhysRevPhysEducRes.17.013104
Conceptualising the Cosmos: Development and Validation of the Cosmology Concept Inventory for High School
Salimpour, S., Tytler, R., Doig, B., Fitzgerald, M.T., & Eriksson, U. (2023). Conceptualising the Cosmos: Development and Validation of the Cosmology Concept Inventory for High School. International Journal of Science and Mathematics Education, 21, 251-275. https://doi.org/10.1007/s10763-022-10252-y
Publisher: https://link.springer.com/article/10.1007/s10763-022-10252-yDOI: https://link.springer.com/article/10.1007/s10763-022-10252-y
Educational design framework for a web-based interface to visualise authentic cosmological “Big Data” in High School
Salimpour, S., Fitzgerald, M. T., Tytler, R., & Eriksson, U. (2021). Educational design framework for a web-based interface to visualise authentic cosmological “Big Data” in High School. Journal of Science Education and Technology, 30, 732-750. https://doi.org/10.1007/s10956-021-09915-2
Publisher: https://link.springer.com/article/10.1007/s10956-021-09915-2DOI: https://doi.org/10.1007/s10956-021-09915-2
‘Attuning-with’, Affect, and Assemblages of Relations in a Transdisciplinary Environmental Education
Riley, K., & White, P.J. (2020). ‘Attuning-with’, Affect, and Assemblages of Relations in a Transdisciplinary Environmental Education. Australian Journal of Environmental Education, 35(3), 262-272. https://doi.org/10.1017/aee.2019.30
DOI: https://doi.org/10.1017/aee.2019.30Guiding Science and Mathematics Learning when Students Construct Representations
Prain, V., Xu, L., & Speldewinde, C. (2023). Guiding Science and Mathematics Learning when Students Construct Representations. Research in Science Education, 54, 445-461. https://doi.org/10.1007/s11165-022-10063-9
Publisher: https://link.springer.com/article/10.1007/s11165-022-10063-9#citeasDOI: https://doi.org/10.1007/s11165-022-10063-9
Teacher professional learning in large teaching spaces: An Australian case study
Prain, V., Muir, T., Lovejoy, V., Farrelly, C., Emery, S., Thomas, D., Deed, C., & Tytler, R. (2022). Teacher professional learning in large teaching spaces: An Australian case study. Issues in Educational Research, 32(4), 1548-1566. https://www.iier.org.au/iier32/prain.pdf
Publisher: https://www.iier.org.au/iier32/prain.pdfTeam Teaching in Large Spaces: Three Case Studies Framed by Relational Agency
Prain, V., Emery, S., Thomas, D., Lovejoy, V., Farrelly, C., Baxter, L., Blake, D., Deed, C., Edwards, M., Fingland, D., Mooney, A., Muir, T., Swabey, K., Tytler, R., Workman, E., Daniel-Zitzlaff, T., & Henriksen, J. (2021). Team Teaching in Large Spaces: Three Case Studies Framed by Relational Agency. Teaching Education, 33(3), 272-285. https://doi.org/10.1080/10476210.2020.1868423
Publisher: https://www.tandfonline.com/doi/full/10.1080/10476210.2020.1868423DOI: https://doi.org/10.1080/10476210.2020.1868423
Theorising learning in science through integrating multimodal representations
Prain, V., & Tytler, R. (2022). Theorising learning in science through integrating multimodal representations. Research in Science Education, 52, 805-817. https://doi.org/10.1007/s11165-021-10025-7
Publisher: https://link.springer.com/epdf/10.1007/s11165-021-10025-7DOI: https://doi.org/10.1007/s11165-021-10025-7
Regeneration time: Ancient wisdom for planetary wellbeing
Poelina, A., Wooltorton, S., Blaise, M., Aniere, C. L., Horwitz, P., White, P. J., & Muecke, S. (2022). Regeneration time: Ancient wisdom for planetary wellbeing. Australian Journal of Environmental Education, 38(3-4), 397-414. doi:10.1017/aee.2021.34
DOI: https://doi.org/10.1017/aee.2021.34The semiotic function of a bridging representation to support students’ meaning-making in solution chemistry
Pham, L., & Tytler, R. (2021). The semiotic function of a bridging representation to support students’ meaning-making in solution chemistry. Research in Science Education, 52, 853-869. https://doi.org/10.1007/s11165-021-10022-w
DOI: https://doi.org/10.1007/s11165-021-10022-wProfiling the Status of Out-of-Field Teaching in Western Australia: Graduate Teacher and Principal Perspectives.
Wyatt, J. & Hobbs, L. (2024). Profiling the Status of Out-of-Field Teaching in Western Australia: Graduate Teacher and Principal Perspectives. Asia Pacific Journal of Teacher Education, online first
DOI: https://doi.org/10.1080/1359866X.2024.2326878“I’m on My Own and I’m Not Trained”: A Cultural‑Historical Activity Theory Analysis of Teaching Mathematics Out‑of‑Field in a Small School
Quinn, F.C. & Hobbs, L. (2024). “I’m on My Own and I’m Not Trained”: A Cultural-Historical Activity Theory Analysis of Teaching Mathematics Out-of-Field in a Small School, International Journal of Science and Mathematics Education, Online first 22 February 2024.
DOI: https://doi.org/10.1007/s10763-024-10454-6Guided reading – Working within a child’s zone of proximal development
Nicholas, M., Veresov, N., & Cripps Clark, J. (2021). Guided reading – Working within a child’s zone of proximal development. Learning, Culture and Social Interaction, 30. https://doi.org/10.1016/j.lcsi.2021.100530
DOI: https://doi.org/10.1016/j.lcsi.2021.100530Connecting mathematics and science through an Interdisciplinary Mathematics and Science (IMS) project in the primary school
Mulligan, J.T., Kirk, M., Tytler, R., & White, P. (2021). Connecting mathematics and science through an Interdisciplinary Mathematics and Science (IMS) project in the primary school. Australian Primary Mathematics Classroom, 26(3), 29-36.
Investigating students’ heights through a data-modelling approach
Mulligan, J., Kirk, M., Tytler, R., White, P.J., & Capsalis, M. (2022). Investigating students’ heights through a data-modelling approach. Australian Primary Mathematics Classroom, 27(1), 17-21.
Publisher: https://search.informit.org/doi/10.3316/informit.448899875988872Discourse analysis and multimodal meaning making in a science classroom: Meta-methodological insights from three theoretical perspectives
Martin, J., Xu, L., & Seah, L. H. (2021). Discourse analysis and multimodal meaning making in a science classroom: Meta-methodological insights from three theoretical perspectives. Research in Science Education (Special Issue on “Analysing Science Classroom Discourse”), 51, 187–207. https://doi.org/10.1007/s11165-020-09961-7
DOI: https://doi.org/10.1007/s11165-020-09961-7The Development of an E-Learning Program on the Response and Recognition of the Deteriorating Patient Using Self-study Methodology
Mak, V. & White, P.J. (2021). The Development of an E-Learning Program on the Response and Recognition of the Deteriorating Patient Using Self-study Methodology. Nurse Education in Practice, 50(102955). https://doi.org/10.1016/j.nepr.2020.102955
Publisher: https://www.sciencedirect.com/science/article/abs/pii/S1471595320310416
DOI: https://doi.org/10.1016/j.nepr.2020.102955
An Inquiry-based Introductory Volumetric Titration Without calculations
Lim, K., White, P.J., Long, J., & Shaw, J. (2020). An Inquiry-based Introductory Volumetric Titration Without calculations. Teaching Science, 66(3), 24-30.
AWARD for runner up Most Important Paper (2020)
Publisher: https://hdl.handle.net/10536/DRO/DU:30146914Critical thinking in primary science through a guided inquiry pedagogy: A semiotic perspective
Kirk, M., Tytler, R., & White, P. (2023). Critical thinking in primary science through a guided inquiry pedagogy: A semiotic perspective. Teachers and Teaching, 29(6), 615-637. https://doi.org/10.1080/13540602.2023.2191181
DOI: https://doi.org/10.1080/13540602.2023.2191181
Education in a warming world: Trends, opportunities and pitfalls for institutes of higher education
Kelly, O., Illingworth, S., Butera, F., Dawson, V., White, P., Blaise, M., Martens, P., Schuitema, G., Huynen, M., Bailey, S., & Cowman, S. (2022). Education in a warming world: Trends, opportunities and pitfalls for institutes of higher education. Frontiers in Sustainability, 3(920375). doi: 10.3389/frsus.2022.920375
Publisher: https://www.frontiersin.org/articles/10.3389/frsus.2022.920375/fullDOI: https://doi.org/10.3389/frsus.2022.920375
Conceptualizing Culture and Creativity: Perspectives on Creativity by Japanese Secondary School Students
Karnilowicz Mizuno, C., & Xu, L. (2022). Conceptualizing Culture and Creativity: Perspectives on Creativity by Japanese Secondary School Students. The Journal of Creative Behavior, 56(3), 449-464. https://doi.org/10.1002/jocb.540
Publisher: https://onlinelibrary.wiley.com/doi/full/10.1002/jocb.540
DOI: https://doi.org/10.1002/jocb.540
Noticing student thinking under pressure in primary mathematics and science lessons
Jazby, D., Widjaja, W., Xu, L., & van Driel, J. H. (2022). Noticing student thinking under pressure in primary mathematics and science lessons. International Journal of Science and Mathematics Education, 21, 645-666. https://doi.org/10.1007/s10763-022-10263-9
Publisher: https://link.springer.com/article/10.1007/s10763-022-10263-9DOI: https://doi.org/10.1007/s10763-022-10263-9
A Self-study Exploration of Early Career Teacher Burnout and the Adaptive Strategies of Experienced Teachers
Hogan, J.P., & White, P.J. (2021). A Self-study Exploration of Early Career Teacher Burnout and the Adaptive Strategies of Experienced Teachers. Australian Journal of Teacher Education, 46(5), 18-39. http://doi.org/10.14221/ajte.2021v46n5.2
Publisher: https://ro.ecu.edu.au/ajte/vol46/iss5/2/DOI: http://doi.org/10.14221/ajte.2021v46n5.2
The role of aesthetics in learning science in an art-science lesson
Hannigan, S., Wickman, P-O., Ferguson, J. P., Prain, V., & Tytler, R. (2021). The role of aesthetics in learning science in an art-science lesson. International Journal of Science Education, 44(5), 797-814. https://doi.org/10.1080/09500693.2021.1909773
Publisher: https://www.tandfonline.com/doi/full/10.1080/09500693.2021.1909773DOI: https://doi.org/10.1080/09500693.2021.1909773
Supporting curriculum innovation in integrated STEM for secondary teachers in Australia
Anderson, J., Tytler, R., & Williams, G. (2023). Supporting curriculum innovation in integrated STEM for secondary teachers in Australia. Research in Integrated STEM Education, 1, 30-59. DOI: 10.1163/27726673-00101001
DOI: https://doi.org/10.1163/27726673-00101001A Cross-country comparison of climate change in middle school science and geography curricula
Dawson, V., Eilam, E., Widdop-Quinton, H., Putri, G. A. P. E., White, P., Subiantoro, A. W., Tolppanen, S., Gokpinar, T., Goldman D., & Ben-Zvi Assaraf, O. (2022). A Cross-country comparison of climate change in middle school science and geography curricula. International Journal of Science Education, 44(9), 1379-1398.
DOI: https://doi.org/10.1080/09500693.2022.2078011Designing and Delivering Representation-focused Lessons in a Digital Learning Environment
Cirkony, C., Tytler, R., & Hubber, P. (2022). Designing and Delivering Representation-focused Lessons in a Digital Learning Environment. Educational Technology Research and Development, 70, 881-908. https://doi.org/10.1007/s11423-022-10094-z
DOI: https://doi.org/10.1007/s11423-022-10094-zGirls in STEM: Addressing SDG 4 in Context
Campbell, C., Hobbs, L., Xu, L., McKinnon, J., Speldewinde, C. (2022). Girls in STEM: Addressing SDG 4 in Context. Sustainability, 14, 4897. https://doi.org/10.3390/su14094897
DOI: https://doi.org/10.3390/su14094897Development, Use, and Evaluation of Chemistry Outreach Activities Related to the Periodic Table and Sustainability
Schultz, M., & Delaney, S. (2021). Development, Use, and Evaluation of Chemistry Outreach Activities Related to the Periodic Table and Sustainability, Journal of Chemical Education, 98(12). 3921-3929.
DOI: https://doi.org/10.1021/acs.jchemed.1c01035Topics Amenable to a Systems Thinking Approach: Secondary and Tertiary Perspectives
Schultz, Madeleine, Lai, Ka Fung, Ferguson, Joseph and Delaney, Seamus 2021, Topics Amenable to a Systems Thinking Approach: Secondary and Tertiary Perspectives, Journal of Chemical Education, vol. 98, no. 10, pp. 3100-3109
DOI: https://doi.org/10.1021/acs.jchemed.1c00203Exploring opportunities to incorporate systems thinking into secondary and tertiary chemistry education through practitioner perspectives
Delaney, S., Ferguson, J. P., Schultz, M. (2021) Exploring opportunities to incorporate systems thinking into secondary and tertiary chemistry education through practitioner perspectives. International Journal of Science Education, vol. 43, no. 16, pp. 2618-2639
DOI: https://doi.org/10.1080/09500693.2021.1980631Girls in STEM
Campbell, C., Hobbs, L.; Xu, L.; McKinnon, J.; Speldewinde, C. Girls in STEM: Addressing SDG 4 in Context. Sustainability 2022, 14, 4897. https://doi.org/10.3390/su14094897
DOI: https://doi.org/10.3390/su14094897The role of aesthetics in the teaching and learning of data modelling
Ferguson, J., Tytler, R., & White, P. J. (2021). The role of aesthetics in the teaching and learning of data modelling. International Journal of Science Education (Special issue on Aesthetics in Science Education), 44(5), 753-774.
DOI: https://doi.org/10.1080/09500693.2021.1875514An Argument for Using the Earth Charter Principles as Ideological Framing in Award Winning Children’s Literature
Auld, G., O’Mara, J., & White, P. (2021). An Argument for Using the Earth Charter Principles as Ideological Framing in Award Winning Children’s Literature. Australian Journal of Language and Literacy, 44(3), 86-95. https://doi.org/10.1007/BF03652083
DOI: https://doi.org/10.1007/BF03652083Modeling the phenomenon versus modeling the data set
Stillman, G.A., & Brown, J.P. (2021, online). Modeling the phenomenon versus modeling the data set, Mathematical Thinking and Learning, DOI: 10.1080/10986065.2021.2013144
DOI: https://DOI.org/10.1080/10986065.2021.2013144Beyond the preschool gate: Pedagogical opportunities in the Australian ‘bush kinder’
Speldewinde, C, Kilderry, A & Campbell, C (2020). Beyond the preschool gate: Pedagogical opportunities in the Australian ‘bush kinder’. International Journal of Early Years Education
DOI: https://doi.org/10.1080/09669760.2020.1850432Ethnography and bush kinder research: a review of the literature
Speldewinde, C., Kilderry, A. & Campbell, C. (2021). Ethnography and bush kinder research: a review of the literature. Australasian Journal of Early Childhood.
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The Development Of An E-Learning Program On The Response And Recognition Of The Deteriorating Patient Using Self-study Methodology
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Out-of-field teaching in science (Special Issue)
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Supporting mathematical language through the Frayer Board
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Student Reasoning about the Lever Principle through Multimodal Representations: A socio-semiotic approach
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Slowmation Pedagogy in Senior Secondary Biology
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Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge
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Factors in a professional learning program to support a Teacher’s growth in mathematical reasoning and its pedagogy
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Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time
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Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia
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Stimulating proportional reasoning through questions of finance and fairness
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“Yes, mathematicians do X so students should do X, but it’s not the X the X you think.”
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Designing Hands-on Inquiry-based Activities: Incorporating contemporary science
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Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context
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Supporting elementary teachers’ planning and assessing of mathematical reasoning
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