Journal articles

STEME

Science Technology Engineering Mathematics and Environmental Education Research Group

Re-imagining futures in STEME

Journal articles

Seeing 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.2018.1499016
DOI: 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/educsci11120758

Challenges 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/10.1080/09500693.2021.1889070
DOI: 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/s10763-022-10267-5
DOI: 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/s11858-021-01322-6
DOI: 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/s10763-021-10190-1
DOI: 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 Education33(3), 272–285. https://doi.org/10.1080/10476210.2020.1868423

Publisher: https://www.tandfonline.com/doi/full/10.1080/10476210.2020.1868423
DOI: 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.2020.15

Learning 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-y
DOI: 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/10.1080/09500693.2021.1912434
DOI: 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.2020v45n8.6

Slowmation 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.2021.24

A 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.2020.27

Contemporary 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/10.1080/09500693.2021.1952333
DOI: 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/10.1080/23735082.2020.1750672
DOI: 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/s10763-022-10284-4
DOI: 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/s11165-019-09872-2
DOI: 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/10.1080/09500693.2021.1946727
DOI: 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/full
DOI: 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/10.1080/03057267.2020.1766826
DOI: 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.17.013104
DOI: 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-y
DOI: 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/s10956-021-09915-2
DOI: 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.2019.30

Guiding 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#citeas
DOI: 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.pdf

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, 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/10.1080/10476210.2020.1868423
DOI: 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/s11165-021-10025-7
DOI: 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.2021.34

The 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-w

Profiling 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/s10763-024-10454-6

Guided 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.2021.100530

Connecting 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.448899875988872

Discourse 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/s11165-020-09961-7

The 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:30146914

Critical 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/full
DOI: 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/s10763-022-10263-9
DOI: 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/10.1080/09500693.2021.1909773
DOI: 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/10.1163/27726673-00101001

A 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/10.1080/09500693.2022.2078011

Designing 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-z

Girls 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/su14094897

Development, 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.1c01035

Topics 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.1c00203

Exploring 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/10.1080/09500693.2021.1980631

Girls 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/su14094897

The 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/10.1080/09500693.2021.1875514

An 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/BF03652083

Modeling 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/10.1080/10986065.2021.2013144

Beyond 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/10.1080/09669760.2020.1850432

Ethnography 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.

DOI: https://doi.org/10.1177/18369391211011264

‘All the things we can see’: Understanding children’s noticing in bush kinders

Speldewinde, C, Kilderry, A & Campbell, C (2021). ‘All the things we can see’: Understanding children’s noticing in bush kinders. Journal of adventure education and outdoor learning


Engagement with a formative assessment rubric: A case of mathematical reasoning

Herbert, S., Vale, C., White, P. & Bragg, L.A. (submitted). Engagement with a formative assessment rubric: A case of mathematical reasoning. Journal of Mathematics Teacher Education


Shifting pre-service teachers’ views of teaching secondary mathematics

Hine, G. & Herbert, S. (submitted) Shifting pre-service teachers’ views of teaching secondary mathematics. Journal of Mathematics Teacher Education.


Elementary teachers’ planning for mathematical reasoning through peer learning teams

Herbert, S. & Bragg, L.A. (submitted). Elementary teachers’ planning for mathematical reasoning through peer learning teams. Australian Journal of Teacher Education .


Challenges to a competency-based approach to mathematics in vocational education and training: An Australian case study

Voss, R., Lynch, J. & Herbert, S. (submitted). Challenges to a competency-based approach to mathematics in vocational education and training: An Australian case study. Journal of Vocational Education & Training.


Eliciting reasoning during early primary problem solving

Herbert, S. & Williams, G. (accepted). Eliciting reasoning during early primary problem solving. Mathematics Education Research Journal.


Choosing tasks for developing mathematical reasoning

Herbert, S. (re-submitted). Choosing tasks for developing mathematical reasoning. Australian primary mathematics classroom.


Effective planning for mathematical reasoning through supportive peer learning teams

Bragg, L. A. & Herbert, S. (2020). Effective planning for mathematical reasoning through supportive peer learning teams. Australian Primary Mathematics Classroom 25 (4), 3-8.


Successful home-school collaboration: Let’s talk about maths at home

Bragg, L. A., Herbert, S. & Brown, J. (2020). Successful home-school collaboration: Let’s talk about maths at home. Australian primary mathematics classroom. 25 (3), 18-22.


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:10.1007/s13394-019-00306-w

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

Understanding the real-world: Sweaty Jo

Brown, J. P. (2021). Understanding the real-world: Sweaty Jo. Mathematics Teacher: Learning and Teaching PK-12, 114(7), 528-535.

Publisher: https://pubs.nctm.org/view/journals/mtlt/114/7/article-p528.xml

Full STEAM ahead, but who has the map for integration? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools

White, D. and Delaney, S. (2021). Full STEAM ahead, but who has the map for integration? – A PRISMA systematic review on the incorporation of interdisciplinary learning into schools. LUMAT: LUMAT: International Journal on Math, Science and Technology Education, Vol 9, No 2, p. 9–32. https://doi.org/10.31129/LUMAT.9.2.1387.

DOI: https://doi.org/10.31129/LUMAT.9.2.1387

Discourse Analysis and Multimodal Meaning Making in a Science Classroom: Meta-Methodological Insights from Three Theoretical Perspectives

Martin, J., Xu, L., & Seah, L. H. (2020). Discourse Analysis and Multimodal Meaning Making in a Science Classroom: Meta-Methodological Insights from Three Theoretical Perspectives. Special issue on “Analysing Science Classroom Discourse”, Research in Science Education, 1-21.

DOI: https://doi.org/10.1007/s11165-020-09961-7

Chemistry activities addressing global challenges – hands-on practical activities focussed on sustainability

Delaney, S., Schultz, M. (2020). Chemistry activities addressing global challenges – hands-on practical activities focussed on sustainability, Lab Talk, 64, 4, 43-49.


A 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.

DOI: https://doi.org/10.1017/aee.2020.27

Collaborative Reflective Experience and Practice in Education: A model for a self-study community of practice

White, P.J., Raphael, J., Hannigan, S., & Cripps Clark, J. (2020). Collaborative Reflective Experience and Practice in Education: A model for a self-study community of practice. Australian Journal of Teacher Education. 45(8).

Publisher: https://ro.ecu.edu.au/ajte/vol45/iss8/6

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.


The 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. 

DOI: https://doi.org/10.1016/j.nepr.2020.102955

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). http://dx.doi.org/10.14221/ajte.2021v46n5.2

DOI: http://dx.doi.org/10.14221/ajte.2021v46n5.2

Rethinking the languages of science and how they are learnt.

Tytler, R., Prain, V., & Hannigan, S. (2020). Rethinking the languages of science and how they are learnt. Research in Science Education. DOI: 10.1007/s11165-020-09952-8.

DOI: https://doi.org/10.1007/s11165-020-09952-8.

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. doi: 10.1080/03057267.2020.1766826

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

Designing a contemporary STEM curriculum.

Tytler, R., & Self, J. (2020). Designing a contemporary STEM curriculum. UNESCO In progress Reflection. UNESCO Digital Library. https://unesdoc.unesco.org/ark:/48223/pf0000374146

DOI: https://unesdoc.unesco.org/ark:/48223/pf0000374146

The role of aesthetics in the teaching and learning of data modelling

Ferguson, J., Tytler, R., & White, P. (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). https://doi.org/10.1080/09500693.2021.1875514

DOI: https://doi.org/10.1080/09500693.2021.1875514

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, C., Edwards, M., Fingland, D., Mooney, A., Muir, T., Swabey, K., Tytler, R., Workman, E., & Zitzlaff, T. (2021). Team Teaching in Large Spaces: Three Case Studies Framed by Relational Agency. Teaching Education. https://www.tandfonline.com/doi/full/10.1080/10476210.2020.1868423

DOI: https://doi.org/10.1080/10476210.2020.1868423

Designing and delivering an online lesson study unit in mathematics to pre-service primary teachers: opportunities and challenges

Widjaja, W., Groves, S., & Ersozlu, Z. (2021). Designing and delivering an online lesson study unit in mathematics to pre-service primary teachers: opportunities and challenges. International Journal for Lesson and Learning Studies.

Publisher: https://www.emerald.com/insight/content/doi/10.1108/IJLLS-10-2020-0080/full/html

Putting the M back into STEM: Lessons from STEM professional development

The mathematics in STEM is too often ignored or trivialised. We describe how
mathematics can be embedded into three STEM activities, ensuring that the mathematics
is not marginalised.

Herbert, Sandra, & Cripps Clark, John. (2020). Putting the M back into STEM: Lessons from STEM professional development. Australasian Mathematics Education Journal, 2(4), 11-17.

Publisher: https://aamt.edu.au/teachers/journals/aamt-journals/nal

Entangling Our Thinking and Practice: A Model for Collaboration in Teacher Education

White, P., 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).

Publisher: https://ro.ecu.edu.au/ajte/vol45/iss8/6

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

Using mathematics to explore social entrepreneurship

Davidson, A., Sawatzki, C., & Zmood, S. (2020). Using mathematics to explore social entrepreneurship. Australian Primary Mathematics Classroom, 26(1), 20-24.


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).

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

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

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.

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

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.


“Yes, mathematicians do X so students should do X, but it’s not the X the X you think.”

Stillman, G.A., Brown, J.P., & Czocher, J. (2020). “Yes, mathematicians do X so students should do X, but it’s not the X the X you think.” ZDM Mathematics Education, 52(6), 1211-1122. https://doi.org/10.1007/s11858-020-01183-5

DOI: https://doi.org/10.1007/s11858-020-01183-5

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

Key ingredients for student-centred learning in mathematics

Davidson, A. (2019). Key ingredients for student-centred learning in mathematics. Australian Primary Mathematics Classroom, 24(3), 8-14.


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

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

Students are not inferential-misfits: Naturalising logic in the science classroom

Ferguson, J. P. (2018). Students are not inferential-misfits: Naturalising logic in the science classroom. Educational Philosophy & Theory, 51(8), 852-865. doi:10.1080/00131857.2018.1516141

DOI: https://doi.org/10.1080/00131857.2018.1516141

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

Reasoning prompts to promote analysing

Bragg, L. A., Herbert, S., & Davidson, A. (2018). Reasoning prompts to promote analysing. Australian Primary Mathematics Classroom, 23(2), 3–7.


Supporting elementary teachers’ planning and assessing of mathematical reasoning

Davidson, A., Bragg, L. A., & Herbert, S. (2018). Supporting elementary teachers’ planning and assessing of mathematical reasoning. International Journal of Science and Mathematics Education, 17, 1151-1171. doi:10.1007/s10763-018-9904-0

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

Unplugged programming; The future of teaching computational thinking

Aranda G., & Ferguson, J. (2018). Unplugged programming; The future of teaching computational thinking. Pedagogika, 68(3), 279-292. https://doi.org/10.14712/23362189.2018.859

DOI: https://doi.org/10.14712/23362189.2018.859

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

Think boards as a tool to demonstrate understanding

Driscoll, K. (2015). Think boards as a tool to demonstrate understanding. Prime Number, 30(3), 4-7.


Visible teaching and learning: Snapshots from classrooms in New Zealand

Driscoll, K. (2014). Visible teaching and learning: Snapshots from classrooms in New Zealand. Prime Number, 29(3), 14-15.


Measurement – Are we moving too slowly?

Driscoll, K. (2013). Measurement – Are we moving too slowly? Prime Number, 28(4), 19.


Let’s measure! Some oldies but goodies

Driscoll, K. (2013). Let’s measure! Some oldies but goodies. Prime Number, 28(3), 16-19.