STEME

Science Technology Engineering Mathematics and Environmental Education Research Group

Re-imagining futures in STEME

Journal articles

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