ORCID Profile
0000-0003-0161-7240
Current Organisation
Deakin University
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Publisher: Informa UK Limited
Date: 10-1992
Publisher: Springer Science and Business Media LLC
Date: 03-2005
Publisher: Springer Science and Business Media LLC
Date: 12-04-2021
Publisher: Springer Science and Business Media LLC
Date: 05-02-2022
DOI: 10.1007/S10763-022-10252-Y
Abstract: Cosmology concepts encompass complex spatial and temporal relations that are counterintuitive. Cosmology findings, because of their intrinsic interest, are often reported in the public domain with enthusiasm, and students come to cosmology with a range of conceptions some aligned and some at variance with the current science. This makes cosmology concepts challenging to teach, and also challenging to evaluate students’ conceptual understanding. This study builds on previous research of the authors investigating the methodological challenges for characterising students’ cosmology conceptions and the reasoning underlying these. Insights from student responses in two iterations of an open-ended instrument were used to develop a concept inventory that combined cosmological conceptions with reasoning levels based on the SOLO taxonomy. This paper reports on the development and validation of the Cosmology Concept Inventory (CosmoCI) for high school. CosmoCI is a 28-item multiple-choice instrument that was implemented with grade 10 and 11 school students ( n = 234) in Australia and Sweden. Using Rasch analysis in the form of a partial credit model (PCM), the paper describes a validated progression in student reasoning in cosmology across four conceptual dimensions, supporting the utility of CosmoCI as an assessment tool which can also instigate rich discussions in the science classroom.
Publisher: Informa UK Limited
Date: 05-2000
Publisher: SensePublishers
Date: 2013
Publisher: Informa UK Limited
Date: 02-2021
Publisher: SensePublishers
Date: 2013
Publisher: Springer International Publishing
Date: 2021
Publisher: Springer Science and Business Media LLC
Date: 15-11-2019
Publisher: Routledge
Date: 25-02-2022
Publisher: Routledge
Date: 11-07-2014
Publisher: Wiley
Date: 2004
DOI: 10.1002/TEA.10126
Publisher: Springer Science and Business Media LLC
Date: 29-10-2012
Publisher: Springer Singapore
Date: 12-08-2017
Publisher: Informa UK Limited
Date: 09-1998
Publisher: Wiley
Date: 08-10-2018
DOI: 10.1002/BERJ.3481
Publisher: Informa UK Limited
Date: 09-1998
Publisher: Springer Science and Business Media LLC
Date: 12-1993
DOI: 10.1007/BF02357075
Publisher: Springer Science and Business Media LLC
Date: 21-06-2019
DOI: 10.1038/S41467-019-10697-W
Abstract: Langerhans cells (LC) are thought to be the only mononuclear phagocyte population in the epidermis where they detect pathogens. Here, we show that CD11c + dendritic cells (DCs) are also present. These cells are transcriptionally similar to dermal cDC2 but are more efficient antigen-presenting cells. Compared to LCs, epidermal CD11c + DCs are enriched in anogenital tissues where they preferentially interact with HIV, express the higher levels of HIV entry receptor CCR5, support the higher levels of HIV uptake and replication and are more efficient at transmitting the virus to CD4 T cells. Importantly, these findings are observed using both a lab-adapted and transmitted/founder strain of HIV. We also describe a CD33 low cell population, which is transcriptionally similar to LCs but does not appear to function as antigen-presenting cells or acts as HIV target cells. Our findings reveal that epidermal DCs in anogenital tissues potentially play a key role in sexual transmission of HIV.
Publisher: Informa UK Limited
Date: 05-07-2021
Publisher: Springer International Publishing
Date: 2021
Publisher: Springer Science and Business Media LLC
Date: 12-1991
DOI: 10.1007/BF02360472
Publisher: Informa UK Limited
Date: 08-2001
Publisher: Springer Science and Business Media LLC
Date: 08-07-2020
Publisher: American Physical Society (APS)
Date: 24-05-2021
Publisher: Springer Science and Business Media LLC
Date: 31-05-2023
DOI: 10.1007/S13394-023-00454-0
Abstract: This paper illustrates how years 1 and 2 students were guided to engage in data modelling and statistical reasoning through interdisciplinary mathematics and science investigations drawn from an Australian 3-year longitudinal study: Interdisciplinary Mathematics and Science Learning ( imslearning.org/ ). The project developed learning sequences for 12 inquiry-based investigations involving 35 teachers and cohorts of between 25 and 70 students across years 1 through 6. The research used a design-based methodology to develop, implement, and refine a 4-stage pedagogical cycle based on students’ problem posing, data generation, organisation, interpretation, and reasoning about data. Across the stages of the IMS cycle, students generated increasingly sophisticated representations of data and made decisions about whether these supported their explanations, claims about, and solutions to scientific problems. The teacher’s role in supporting students’ statistical reasoning was analysed across two learning sequences: Ecology in year 1 and Paper Helicopters in year 2 involving the same cohort of students. An explicit focus on data modelling and meta-representational practices enabled the year 1 students to form statistical ideas, such as distribution, s ling, and aggregation, and to construct a range of data representations. In year 2, students engaged in tasks that focused on ordering and aggregating data, measures of central tendency, inferential reasoning, and, in some cases, informal ideas of variability. The study explores how a representation-focused interdisciplinary pedagogy can support the development of data modelling and statistical thinking from an early age.
Publisher: Informa UK Limited
Date: 02-01-2020
Publisher: Informa UK Limited
Date: 24-07-2023
Publisher: Informa UK Limited
Date: 06-02-2004
Publisher: Informa UK Limited
Date: 27-01-2021
Publisher: Springer Science and Business Media LLC
Date: 19-10-2021
Publisher: Informa UK Limited
Date: 10-12-2010
Publisher: Springer International Publishing
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 12-2003
Publisher: Springer Science and Business Media LLC
Date: 19-02-2022
DOI: 10.1007/S11423-022-10094-Z
Abstract: Inquiry-based representation-focused approaches in science education have shown promising outcomes when students engage in knowledge building via an active process of constructing, coordinating, and evaluating representations. To date, much of the existing research around these approaches has taken place in pre-digital classrooms, but the increasing importance of digital technologies in contemporary science classrooms that has heightened during the on-going Covid pandemic could have ramifications for such approaches. To explore the potential for productive integration of a digital technology with active learning processes, this study investigated the role an interactive online learning platform played in supporting the construction and refinement of representations by students. This paper draws on research generated in the context of an Australian Grade 9 science class studying a physics unit focused on energy transfer considerations for sustainable housing. The research design featured an exploratory case study approach using multiple methods for data collection including video capture, interviews, and student artefacts. Data analysis involved the application of socio-semiotic perspectives to understand the nature of students’ meaning-making processes through their generation and coordination of both digital and non-digital multimodal representations. This study found that the online platform allowed for extended access and the flexible use of multimodal resources facilitated students’ representation construction activities. However, activities involving teacher-guided discussions and ongoing feedback were limited. The socio-semiotic analysis provided insights into the effective design of online learning sequences to guide conceptual development. This paper concludes by suggesting how specific affordances of interactive online platforms can effectively facilitate the design and delivery of active learning approaches involving representation construction.
Publisher: Informa UK Limited
Date: 04-2009
Publisher: Public Library of Science (PLoS)
Date: 30-12-2019
Publisher: Springer Netherlands
Date: 2009
Publisher: Informa UK Limited
Date: 16-07-2021
Publisher: Wiley
Date: 22-02-2017
DOI: 10.1002/TEA.21386
Publisher: Springer Netherlands
Date: 23-11-2012
Publisher: Springer Science and Business Media LLC
Date: 2010
Publisher: Springer Science and Business Media LLC
Date: 09-01-2007
Publisher: Springer Science and Business Media LLC
Date: 12-2000
DOI: 10.1007/BF02461555
Publisher: Routledge
Date: 09-11-2018
Publisher: Springer Science and Business Media LLC
Date: 12-04-2021
DOI: 10.1038/S41467-021-22375-X
Abstract: Tissue mononuclear phagocytes (MNP) are specialised in pathogen detection and antigen presentation. As such they deliver HIV to its primary target cells CD4 T cells. Most MNP HIV transmission studies have focused on epithelial MNPs. However, as mucosal trauma and inflammation are now known to be strongly associated with HIV transmission, here we examine the role of sub-epithelial MNPs which are present in a erse array of subsets. We show that HIV can penetrate the epithelial surface to interact with sub-epithelial resident MNPs in anogenital explants and define the full array of subsets that are present in the human anogenital and colorectal tissues that HIV may encounter during sexual transmission. In doing so we identify two subsets that preferentially take up HIV, become infected and transmit the virus to CD4 T cells CD14 + CD1c + monocyte-derived dendritic cells and langerin-expressing conventional dendritic cells 2 (cDC2).
Publisher: Routledge
Date: 18-07-2013
Publisher: Springer Science and Business Media LLC
Date: 18-05-2022
DOI: 10.1007/S10763-022-10284-4
Abstract: Growing research evidence indicates student learning gains from guided representation construction/invention in school science and mathematics. In this inquiry approach, students address challenges around what features of a phenomenon roblem to attend to, what data to collect, how and why, and make collective judgments about multimodal accounts of phenomena. However, researchers to date have tended to focus on student learning rather than on the teacher’s role in guiding various phases of inquiry. In this paper we report on (a) analysis of Grade 1 students’ engagement in interdisciplinary mathematics and science inquiry practices in a classroom sequence in ecology (b) the teacher’s role in guiding such inquiry and (c) interpretation of these practices in terms of support of student transduction (connecting and remaking meanings across representations in different modes). Data from our study included video capture of two case study teachers’ guidance of tasks and classroom discussion and student artefacts. We examine the classroom processes through which the teachers used students’ invention and revision of data displays to teach the concepts of living things, ersity, distribution and adaptive features related to habitat in science. Mathematical processes included constructing and interpreting mapping, measurement and data modelling, s ling and using a scale. The analysis offers fresh insights into how teachers support student learning in these two subjects, through discrete stages of orienting, representation challenge, building consensus and applying and extending representational systems.
Publisher: Springer Science and Business Media LLC
Date: 12-1988
DOI: 10.1007/BF02356591
Publisher: SensePublishers
Date: 2013
Publisher: Informa UK Limited
Date: 13-12-2017
Publisher: Springer Science and Business Media LLC
Date: 28-06-2019
Publisher: Springer Science and Business Media LLC
Date: 24-08-2023
DOI: 10.1007/S11858-023-01519-X
Abstract: Advocacy of STEM curricular approaches is based on a concern to engage students in authentic disciplinary and interdisciplinary practices in the STEM (science, technology, engineering, mathematics) disciplines, and the need to promote participation in STEM pathways. The STEM Academy professional learning program was developed to support teachers to engage and motivate students by creating real-world, challenging problems. The initiative involved interdisciplinary teams of secondary STEM teachers attending workshops and working with university experts to design, implement and evaluate STEM curricular experiences. This paper focuses on case studies undertaken in two of the twelve schools involved in the initiative, using interview data from teachers and students, to explore the nature of their programs and their experiences. We investigate key features of these two schools’ approaches, using a conceptual framework for integrated STEM, and explore the challenges and benefits of different features of integrated STEM that promote different dimensions of engagement in learning mathematics. We explore how the framework characteristics can be reframed into four dimensions that promote mathematics engagement in integrated STEM education - design thinking in authentic contexts, content integration, STEM practices and 21st Century skills, and exposure to professional practice.
Publisher: Springer Science and Business Media LLC
Date: 21-07-2020
Publisher: Springer Science and Business Media LLC
Date: 24-07-2010
Publisher: Springer Science and Business Media LLC
Date: 17-11-2010
Publisher: Informa UK Limited
Date: 17-08-2009
Publisher: Informa UK Limited
Date: 11-2012
Publisher: Informa UK Limited
Date: 10-05-2021
Publisher: Springer Science and Business Media LLC
Date: 03-2005
Publisher: Informa UK Limited
Date: 09-2012
Publisher: Springer Science and Business Media LLC
Date: 21-09-2021
Publisher: Springer International Publishing
Date: 25-10-2016
Publisher: Springer International Publishing
Date: 25-10-2016
Publisher: Springer International Publishing
Date: 25-10-2016
Publisher: Informa UK Limited
Date: 20-03-2023
Publisher: Wiley
Date: 09-08-2019
DOI: 10.1002/TEA.21590
Publisher: Informa UK Limited
Date: 20-05-2021
Publisher: Springer Science and Business Media LLC
Date: 2004
Publisher: Springer Science and Business Media LLC
Date: 12-1992
DOI: 10.1007/BF02356920
Publisher: Springer Science and Business Media LLC
Date: 12-10-2018
Publisher: Springer International Publishing
Date: 25-10-2016
Publisher: Springer International Publishing
Date: 25-10-2016
Publisher: Springer International Publishing
Date: 25-10-2016
Publisher: SAGE Publications
Date: 10-2001
Publisher: Springer Singapore
Date: 2018
Publisher: Springer Science and Business Media LLC
Date: 2003
Publisher: Informa UK Limited
Date: 23-04-2021
Publisher: Springer Netherlands
Date: 2005
Publisher: Informa UK Limited
Date: 09-2004
Publisher: Springer Science and Business Media LLC
Date: 12-1991
DOI: 10.1007/BF02360468
Publisher: Springer International Publishing
Date: 2015
Publisher: Brill
Date: 14-11-2022
DOI: 10.1163/27726673-00101001
Abstract: Given concerns in the Australian context about students’ attitudes and declining participation in STEM subjects in the senior secondary years, a range of initiatives have been developed to support teacher design of innovative STEM curriculum and pedagogy. The STEM Academy program worked with interdisciplinary teams of secondary STEM teachers to develop teacher capacity to create real-world, challenging problems to engage and motivate their students. Questionnaire and interview data collected from one cohort of 70 teachers from twelve schools, three program facilitators, and school leaders provided a case study revealing themes about the nature of the journey, the role of the program and the processes and varied nature of schools’ STEM curriculum innovations. An innovation framework was used to make sense of teachers’ journeys towards effective and sustainable STEM practices leading to the identification of three models that reflected different approaches to the challenge of representing STEM within subject-based curricular settings.
Publisher: SensePublishers
Date: 2013
Publisher: SensePublishers
Date: 2013
Publisher: SensePublishers
Date: 2013
Publisher: SensePublishers
Date: 2013
Publisher: Springer Science and Business Media LLC
Date: 16-01-2016
Publisher: Springer Science and Business Media LLC
Date: 17-08-2007
Publisher: SensePublishers
Date: 2013
Publisher: Informa UK Limited
Date: 03-09-2007
Publisher: Springer Science and Business Media LLC
Date: 26-01-2023
DOI: 10.1007/S41979-023-00088-8
Abstract: Cosmology presents students with ideas that stimulate their curiosity and brings together various concepts from STEM that call on a variety of reasoning types across multiple representational modes, involving subtleties of spacetime relations, a variety of models and evidence requiring multiple lines of high precision observations. This study investigated high school students’ levels and types of reasoning that frame their conceptions in different cosmology topics. An open-ended knowledge survey, the Cosmology Knowledge Survey (CosmoKS), was developed and implemented online to 286 high school students (aged 16–18 years) from Australia and Sweden. A modified version of the Structure of the Observed Learning Outcome (SOLO) taxonomy with four levels (pre-structural, uni-structural, multi-structural and relational) was used as a guide to analyse students’ open-ended and structured responses. This provided insights into the level and complexity of reasoning underpinning a variety of conceptions across the four dimensions of cosmology education: size and scale, spacetime location, composition of the universe and evolution of the universe. The study identified underlying patterns in student reasoning and conceptions in cosmology, summarised as (i) navigating spatial and temporal relations, (ii) counterintuitive concepts and (iii) language and everyday experience, especially intuition. The analysis led to the characterisation of a hierarchy of reasoning that helps identify sources of alternative conceptions and provided the basis for the development of a concept inventory and progression with broad implications.
Publisher: Springer Science and Business Media LLC
Date: 09-1999
DOI: 10.1007/BF02461595
Publisher: Springer Singapore
Date: 12-08-2017
Publisher: Springer Science and Business Media LLC
Date: 12-1994
DOI: 10.1007/BF02356361
Publisher: Informa UK Limited
Date: 09-2013
Publisher: Springer Science and Business Media LLC
Date: 31-01-2015
Publisher: Wiley
Date: 17-04-2014
DOI: 10.1002/SCE.21113
Publisher: SensePublishers
Date: 2013
Publisher: Elsevier BV
Date: 07-2011
No related grants have been discovered for Russell Tytler.