STEME

Science Technology Engineering Mathematics and Environmental Education Research Group

Re-imagining futures in STEME

Journal articles

Solidarity and Community: Collaborative Learning in Times of Crisis

Cripps Clark, J., Jacobs, B., & MacCallum, J. (2020). Solidarity and Community: Collaborative Learning in Times of Crisis. Human Arenas.

DOI: https://doi.org/10.1007/s42087-020-00152-4

Out-of-field teaching in science (Special Issue)

Luft, J., Hanuscin, D. & Hobbs, L. (Eds.)(2020). Out-of-field teachign in science. Special Issue. Journal of Science Teacher Education, 31(7).

This is a Special Issue devoted to research on out-of-field teaching in Science published by the Journal of Science Teacher Education.

Publisher: https://www.tandfonline.com/toc/uste20/31/7

Out-of-Field Teaching in Science: An Overlooked Problem

Luft, J., Hanuscin, D. Hobbs, L. & Törner, G. (2020). Out-of-field teaching in science: An overlooked problem. Journal of Science Teacher Education, 31(7), 719-724.

This is an Editorial for the Special Issue in the Journal of Science Teacher Education: “Out-of-field Teaching in Science”, edited by Julie Luft, Debbie Hanuscin and Linda Hobbs.

DOI: https://doi.org/10.1080/1046560X.2020.1814052

Teacher adaptation to flexible learning environments

Deed, C., Blake, D., Edwards, M., Henriksen, J., Mooney, A., Prain, V., Tytler, R., Zitzlaff, T., Edwards, M., Emery, S., Muir, T., Swabey, K., Thomas, D., Farrelly, C., Lovejoy, V. Meyers, N., & Fingland, D. (2019). Teacher adaptation to flexible learning environments. Learning Environments Research, 1-13, https://doi.org/10.1007/s10984-019-09302-0

DOI: https://doi.org/10.1007/s10984-019-09302-0

A representation construction pedagogy of guided inquiry for learning data modelling

Tytler, R., Ferguson, J., & White, P. (2020)  A representation construction pedagogy of guided inquiry for learning data modelling. Learning: Research and Practice: (Special issue on multimodality in Science Education), 6(1).

Publisher: http://url310.tandfonline.com/ls/click?upn=odl8Fji2pFaByYDqV3bjGMQo8st9of2228V6AcSFNq3t86qU90pAx-2BEad4OTI0D6sQv8obWKZ1RnrNDCXf7btF9oUixAvSX1exBG1-2Bx-2Fpgs-3DuE7R_8ULglOcYewuRORpW2lu5FiubctNcie4XjdGQT4C5J8CeVyE9ltRl0b4UPl-2F54UKSM-2BVLYMlpTG0Xsv2zq6pQOd05C54UdqoD49bS-2Fjgxid5hdzKJUPUhql64yhR6AYkoYE9oGmgE0D0iXwUSrrMdmflCMMpQ7sls71Rb8Y3eb-2B7Jl5Hiej-2FWgwal-2FYkedUAKWB03UyfrWLU7G9bkdgWD5y3R6f7DOdktfIohsleQBF0i8aIyZrB5QI-2FFQSh7YSavwt4aFTITdzfXD118qcBQYOM-2BJIbOzqpBZs4c3KkWJ7A-3D
DOI: https://doi.org/10.1080/23735082.2020.1750672

Financial literacy programs taught in schools are exposed as value-ridden, flawed & totally inadequate

Sawatzki, C. May 18, 2020. Financial literacy programs taught in schools are exposed as value-ridden, flawed & totally inadequate. AARE EduResearch Matters

Publisher: https://www.aare.edu.au/blog/?tag=carly-sawatzki

Tax and superannuation: Developing proportional reasoning

Sawatzki, C., & Zmood, S. (2020). Tax and superannuation: Developing proportional reasoning. Vinculum, 57(2), 11-13.

Publisher: https://www.mav.vic.edu.au/Services-and-News/MAV-Journals

From The Ashes

Ferguson, J. Climate Change Education Network. (2020). From The Ashes. Eingana, The Journal of Environmental Education Victoria, 43(1), 13 – 15.


Supporting mathematical language through the Frayer Board

Eyers, A., Bragg, L. A., & Reich, M. (2020). Supporting mathematical language through the Frayer Board. Australian Primary Mathematics Classroom, 25(2), 9-13. 


Student Reasoning about the Lever Principle through Multimodal Representations: A socio-semiotic approach

Xu, L., Ferguson, J. & Tytler, R. (2020). Student Reasoning about the Lever Principle through Multimodal Representations: A socio-semiotic approach. International Journal of Science and Mathematics Education.  

DOI: https://doi.org/10.1007/s10763-020-10102-9

Learning Cycles: Enriching Ways of Knowing Place

Wooltorton, S., White, P., Palmer, M., & Collard, L. (2020). Learning Cycles: Enriching Ways of Knowing Place. Australian Journal of Environmental Education, 1-18.

Publisher: https://www.cambridge.org/core/article/learning-cycles-enriching-ways-of-knowing-place/2586FF5A9D2C35979D7DB9222F69E77D
DOI: https://doi.org/10.1017/aee.2020.15

Linking comparing and contrasting, generalising and justifying: a case study of primary students’ levels of justifying

Widjaja, W., Vale, C., Herbert, S., Loong, E. Y. K., & Bragg, L. A. (2020). Linking comparing and contrasting, generalising and justifying: a case study of primary students’ levels of justifying. Mathematics Education Research Journal, 1-23.

DOI: http://doi.org/10.1007/s13394-019-00306-w

Slowmation Pedagogy in Senior Secondary Biology

White, P.J., Nielsen, W., & Tytler, R. (2020). Slowmation Pedagogy in Senior Secondary Biology. Teaching Science. 66(1), 41-50.


Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge

Vinko, L., Delaney, S. and Devetak, I. (2020). Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge, Centre for Education Policy Studies Journal, 10, 2, p. 9-25.

DOI: https://doi.org/10.26529/cepsj.893

Secondary teachers crossing subject boundaries to teach mathematics out-of-field: Evolving practices and beliefs

Vale, C., Campbell, C., & White, P. (2020) Secondary teachers crossing subject boundaries to teach mathematics out-of-field: Evolving practices and beliefs, Mathematics Education Research Journal Q1

DOI: https://doi.org/10.1007/s13394-020-00323-0

Teaching across Subject Boundaries in STEM: Continuities in Beliefs about Learning and Teaching

Vale, C., Campbell, C., Speldewinde, C. & White, P. (2020) Teaching across Subject Boundaries in STEM: Continuities in Beliefs about Learning and Teaching. International Journal of Science and mathematics Education.

DOI: https://doi.org/10/1007/s10763-019-09983-2

Drawing to reason and learn in science

Tytler, R., Prain, V., Aranda, G., Ferguson, J., & Gorur, R. (2020). Drawing to reason and learn in science. Journal of Research in Science Teaching, 57, 209-231.

DOI: https://doi.org/10.1002/tea.21590

The role of visualization in science: A response to Eilam, B. & Gilbert, J. (Eds.) “Science teachers’ use of visual representations”

Tytler, R. (2020). The role of visualization in science: A response to Eilam, B. & Gilbert, J. (Eds.) “Science teachers’ use of visual representations”. Studies in Science Education. 

DOI: https://doi.org/10.1080/03057267.2020.1766826

A Practical Problem: Teaching and Learning Chemistry Online

Schultz, M., Allsebrook, A., Wajrak, M and Delaney, S. (2020). A Practical Problem: Teaching and Learning Chemistry Online, Chemistry in Australia, July/August 2020, p. 28-30. Retrieved 2 July 2020 < http://chemaust.raci.org.au/article/julyaugust-2020/practical-problem-%EF%BB%BFteaching-and-learning-chemistry-online.html>

Publisher: http://chemaust.raci.org.au/article/julyaugust-2020/practical-problem-%EF%BB%BFteaching-and-learning-chemistry-online.html

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.

DOI: https://doi.org/10.1017/aee.2019.30

Designing professional development for teachers teaching out-of-field

Kenny, J., Hobbs L. & Whannell, R. (2020). Designing professional development for teachers teaching out-of-field, Professional Development in Education, 46(3), 500-515.

DOI: https://doi.org/10.1080/19415257.2019.1613257

Learning to teach science out-of-field: A spatial-temporal experience

Hobbs, L. (2020). Learning to teach science out-of-field: A spatial-temporal experience. Journal of Science Teacher Education, 31(7),  725-745. Published online 29 Jan 2020 

Publisher: https://www.tandfonline.com/doi/full/10.1080/1046560X.2020.1718315
DOI: https://doi.org/10.1080/1046560X.2020.1718315

Factors in a professional learning program to support a Teacher’s growth in mathematical reasoning and its pedagogy

Herbert, S. & Bragg, L. A. (online first, 2020). Factors in a professional learning program to support a Teacher’s growth in mathematical reasoning and its pedagogy. Mathematics Education Research Journal.

DOI: https://doi.org/10.1007/s13394-020-00310-5

Revisiting Peirce’s account of creativity to inform classroom practice

Ferguson, J., & Prain, V. (2020). Revisiting Peirce’s account of creativity to inform classroom practice. Educational Philosophy & Theory, 52 (5), 524-534.

DOI: https://doi.org/10.1080/00131857.2019.1653282

Inter-relationships among primary and secondary school students’ self-esteem, bullying victimization/perpetration and perceived parental support in a nationally representative sample of Australian Students

Ersozlu, Z., Wildy, H., Ersozlu, A., Lawrence, D., Karakus, M., Sorgo, A., Usak, M., Kubiatko, M., & Chang, C.Y. (2020). Inter-relationships among primary and secondary school students’ self-esteem, bullying victimization/perpetration and perceived parental support in a nationally representative sample of Australian Students. Revista de Cercetare si Interventie Sociala [Review of Research and Social Intervention], 69, 49-68. (SSCI). Scimago Rank Q2

DOI: https://doi.org/10.33788/rcis.69.3

Teacher noticing in science education: do you see what I see?

Chan, K. K. H., Xu, L., Cooper, R., Berry, A., & van Driel, J. H. (2020). Teacher noticing in science education: do you see what I see? Studies in Science Education, 1-44. Doi:10.1080/03057267.2020.1755803 

DOI: https://doi.org/10.1080/03057267.2020.1755803

“I realized that science isn’t scary”: In-service teacher insights regarding science-focused partnerships

Gilbert, A., Hobbs, L., Kenny J., Jones, M., Campbell, C., Chittleborough, G., Herbert, S. & Redman, C. (2020). “I realized that science isn’t scary”: In-service teacher insights regarding science-focused partnerships. School-University Partnerships. 13(1), 22-31.

Publisher: https://eric.ed.gov/?id=EJ1249378
DOI: https://eric.ed.gov/?id=EJ1249378

Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time

Hobbs, L. & Quinn, F. (2020). Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time. European Journal of Teacher Education. Published online: 01 Sep 2020.

DOI: https://doi.org/10.1080/02619768.2020.1806230

STEM into Industry – brokering relationships between schools and local industry

Hobbs, L. & Kelly, H. (2020). STEM into Industry – brokering relationships between schools and local industry. Cultural Perspectives, 40, 247-255. https://link.springer.com/journal/41297/volumes-and-issues/40-2

Publisher: https://link.springer.com/journal/41297/volumes-and-issues/40-2
DOI: https://doi.org/10.1007/s41297-020-00111-7

Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia

Carpendale, J., Delaney, S., Rochette, E. (2020). Modeling Meaningful Chemistry Teacher Education Online: Reflections from Chemistry Preservice Teacher Educators in Australia. Journal of Chemical Education, 97, 9, p. 2534-2543. DOI: 10.1021/acs.jchemed.0c00718

DOI: https://doi.org/10.1021/acs.jchemed.0c00718

Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge

Vinko, L., Delaney, S. and Devetak, I. (2020). Teachers’ Opinions about the Effect of Chemistry Demonstrations on Students’ Interest and Chemistry Knowledge, Centre for Education Policy Studies Journal, Vol 10, No 2, p. 9-25. DOI: https://doi.org/10.26529/cepsj.893

DOI: https://doi.org/10.26529/cepsj.893

Slowmation Pedagogy in Senior Secondary Biology

White, P., Nielsen, W., & Tytler, R. (2020). Slowmation Pedagogy in Senior Secondary Biology. Teaching Science. 66(1), 41-50.


Learning Cycles: Enriching Ways of Knowing Place

Wooltorton, S., White, P.J., Palmer, M., Collard, L. (2020). Learning Cycles: Enriching Ways of Knowing Place. Australian Journal of Environmental Education. doi: 10.1017/aee.2020.15

DOI: https://doi.org/10.1017/aee.2020.15

Learning to teach science out-of-field: A spatial-temporal experience.

Hobbs, L. (2020). Learning to teach science out-of-field: A spatial-temporal experience. Journal of Science Teacher Education. Published online 29 Jan 2020 https://doi.org/10.1080/1046560X.2020.1718315.

DOI: https://doi.org/10.1080/1046560X.2020.1718315.

Discovering diverse students’ funds of knowledge related to finance: Pāsifika students in New Zealand

Hunter, J. & Sawatzki, C. (2019). Discovering diverse students’ funds of knowledge related to finance: Pāsifika students in New Zealand. Mathematics Education Research Journal.

DOI: https://doi.org/10.1007/s13394-019-00259-0

Stimulating proportional reasoning through questions of finance and fairness

Sawatzki, C., Downton, A., & Cheeseman, J. (2019). Stimulating proportional reasoning through questions of finance and fairness. Mathematics Education Research Journal

DOI: https://doi.org/10.1007/s13394-019-00262-5

Developing financially literate children

Sawatzki, C. & Sullivan, P. (2019). Developing financially literate children. Australian Primary Mathematics Classroom, 24(4), 3-5.


Supporting elementary teachers’ planning and assessing of mathematical reasoning.

Davidson, A., Herbert, E. S., & Bragg, L. A. (2019). Supporting elementary teachers’ planning and assessing of mathematical reasoning. International Journal of Science and Mathematics Education, 17(6), 1151-1171.

DOI: https://doi.org/10.1007/s10763-018-9904-0

Developing primary pre-service teachers’ mathematical content knowledge: opportunities and influences.

Livy, S., Herbert, E. S., & Vale, C. (2019). Developing primary pre-service teachers’ mathematical content knowledge: opportunities and influences. Mathematics Education Research Journal, 31(3), 279-299.

DOI: https://doi.org/10.1007/s13394-018-0252-8

Linking comparing and contrasting, generalising and justifying: a case study of primary students’ levels of justifying.

Widjaja, W., Vale, C., Herbert, S., Loong, E. Y., & Bragg, L. A. (2020). Linking comparing and contrasting, generalising and justifying: a case study of primary students’ levels of justifying. Mathematics Education Research Journal, 1-23.


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: Special Issue – Environmental Education and Philosophy in the 1-11.

DOI: https://doi.org/10.1017/aee.2019.30

Revisiting Peirce’s account of scientific creativity to inform classroom practice

Ferguson, J.P., & Prain, V. (2019). Revisiting Peirce’s account of creativity to inform classroom practice. Educational Philosophy & Theory.

DOI: https://doi.org/10.1080/00131857.2019.1653282

Designing Hands-on Inquiry-based Activities: Incorporating contemporary science

Lim, K., Long, J., White, P.J., & Bentley, I. (2019). Designing Hands-on Inquiry-based Activities: Incorporating Contemporary Science. Teaching Science. 65(2), 48 – 54.


Drawing to reason and learn in science

Tytler, R., Prain, V., Aranda, G., Ferguson, J., & Gorur, R. (2019). Drawing to reason and learn in science. Journal of Research in Science Teaching, 1–23. https://doi.org/10.1002/tea.21590

DOI: https://doi.org/10.1002/tea.21590

Re-conceptualising interdisciplinarity in STEM through a temporal model

Tytler, R., Prain, V., & Hobbs, L. (2019). Re-conceptualising interdisciplinarity in STEM through a temporal model. Research in Science Education.

DOI: https://doi.org/10.1007/s11165-019-09872-2

Designing professional development for teachers teaching out-of-field

Kenny, J., Hobbs, L., & Whannell, R. (2019). Designing professional development for teachers teaching out-of-field. Professional Development in Education, Online first May 8, 2019.

DOI: https://doi.org/10.1080/19415257.2019.1613257

Developing a framework for primary teachers’ perceptions of mathematical reasoning.

Herbert, S., Vale, C., Bragg, L., Loong, E., & Widjaja, W. (2015). Developing a framework for primary teachers’ perceptions of mathematical reasoning. International Journal of Educational Research 74, 26-37.

DOI: https://doi.org/10.1007/s10763-016-9725-y

Tracking change in primary teachers’ understanding of mathematical reasoning through demonstration lessons

Loong, E., Vale, C., Herbert, S., Bragg, L.A., Widjaja, W (2017). Tracking change in primary teachers’ understanding of mathematical reasoning through demonstration lessons. Mathematics Education Research Journal. 19(1), 5-29.

Publisher: https://mted.merga.net.au/index.php/mted/article/view/329

Seeing Through the Eyes of the Teacher? Investigating primary school teachers’ professional noticing through a video-based methodology

Xu, L., Widjaja, W., Ferguson, J. (2018). Seeing Through the Eyes of the Teacher? Investigating primary school teachers’ professional noticing through a video-based methodology. International Journal of Research & Method in Education.

Publisher: https://www.tandfonline.com/loi/cwse20
DOI: https://doi.org/10.1080/1743727X.2018.1499016

Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context

Groves, S., Doig, B, Vale, V., Widjaja, W. (2016). Critical factors in the adaptation and implementation of Japanese Lesson Study in the Australian context. ZDM Mathematics Education. 48(4), 501-512.

Publisher: https://link.springer.com/journal/11858
DOI: https://doi.org/10.1007/s11858-016-0786-8

Anticipating students’ reasoning and planning prompts in structured problem-solving lessons

Vale, C., Widjaja, W., Doig, B., & Groves, S. (2019). Anticipating students’ reasoning and planning prompts in structured problem-solving lessons. Mathematics Education Research Journal. 31(1), 1-25.

Publisher: https://link.springer.com/journal/13394
DOI: https://doi.org/10.1007/s13394-018-0239-5

Mapping variation in children’s mathematical reasoning: the case of ‘What else belongs?

Vale, C., Widjaja, W., Herbert, S., Bragg, L.A., Loong, E. Y-K. (2017). Mapping variation in children’s mathematical reasoning: the case of ‘What else belongs?’ International Journal of Science and Mathematics Education. 15(5), 873-894.

DOI: https://doi.org/10.1007/s10763-016-9725-y

Teachers’ professional growth through engagement with lesson study

Widjaja, W., Vale, C., Groves, S., Doig, B. (2017). Teachers’ professional growth through engagement with Lesson Study. Journal of Mathematics Teacher Education. 20(4), 357-383.

Publisher: https://link.springer.com/journal/10857
DOI: https://doi.org/10.1007/s10857-015-9341-8

Learning progressions from a sociocultural perspective: response to “co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action”

Tytler, R. (2018). Learning progressions from a sociocultural perspective: response to “co-constructing cultural landscapes for disciplinary learning in and out of school: the next generation science standards and learning progressions in action”, Cultural studies of science education, 13(2), pp. 599-605.

DOI: https://doi.org/10.1007/s11422-016-9777-x

Embodying our future through collaboration: the change is in the doing

Palmer, M., White, P.J., & Wooltorton, S. (2018). Embodying our future through collaboration: the change is in the doing. Journal of Environmental Education, 49(4), Special Issue: Gender and Environmental Education 2, 309-317.

DOI: https://doi.org/10.1080/00958964.2017.1364214