ORCID Profile
0000-0003-3292-1296
Current Organisation
Deakin University
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In Research Link Australia (RLA), "Research Topics" refer to ANZSRC FOR and SEO codes. These topics are either sourced from ANZSRC FOR and SEO codes listed in researchers' related grants or generated by a large language model (LLM) based on their publications.
Science, Technology and Engineering Curriculum and Pedagogy | Curriculum and Pedagogy | Mathematics and Numeracy Curriculum and Pedagogy | Teacher Education and Professional Development of Educators |
Pedagogy | Learner and Learning Processes | Learner Development | Teacher and Instructor Development
Publisher: Springer Science and Business Media LLC
Date: 25-01-0011
Publisher: Springer Science and Business Media LLC
Date: 19-09-2020
Publisher: Informa UK Limited
Date: 24-07-2023
Publisher: MDPI AG
Date: 24-11-2021
Abstract: Classroom communication is increasingly accepted as multimodal, through the orchestrated use of different semiotic modes, resources, and systems. There is growing interest in examining the meaning-making potential of other modes (e.g., gestural, visual, kinesthetic) beyond the semiotic mode of language, in classroom communication and in student reasoning in science. In this paper, we explore the use of a multi-layered analytical framework in an investigation of student reasoning during an open inquiry into the physical phenomenon of dissolving in a primary classroom. The 24 students, who worked in pairs, were video recorded in a facility purposefully designed to capture their verbal and non-verbal interactions during the science session. By employing a multi-layered analytical framework, we were able to identify the interplays between the different semiotic modes and the level of reasoning undertaken by the students as they worked through the tasks. This analytical process uncovered a variety of ways in which the students negotiated ideas and coordinated semiotic resources in their exploration of dissolving. This paper highlights the affordances and challenges of this multi-layered analytical framework for identifying the dynamic inter-relationships between different modes that the students drew on to grapple with the complexity of the physical phenomenon of dissolving.
Publisher: Edith Cowan University
Date: 03-2017
Publisher: Springer Science and Business Media LLC
Date: 09-02-2012
Publisher: Informa UK Limited
Date: 26-07-2019
Publisher: Informa UK Limited
Date: 19-05-2021
Publisher: Elsevier BV
Date: 2010
Publisher: Springer Science and Business Media LLC
Date: 05-06-2019
Publisher: MDPI AG
Date: 19-04-2022
DOI: 10.3390/SU14094897
Abstract: Raising girls’ aspirations for STEM careers is one way to address Sustainability Development Goal 4 (SDG4)—quality education—which seeks to ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. Various strategies have been suggested in STEM education research literature to achieve this. One such initiative begins with exposing girls to STEM industries during their formative school years. While a range of industry-school partnerships exist, ex les of successful models that might inform practice are scarce. This article describes an investigation into how industry professionals, university educators, teachers, and students successfully implemented a STEM education experience (Girls as Leaders in STEM (GALS)). Formative and summative evaluation processes were used to generate data through a co-design research approach to describe and measure changes in student practices, attitudes, and engagement in relation to STEM and leadership as a result of connecting to industry problems. This research focused on the analysis of teacher and student interview data generated upon the completion of the program, which provided feedback on the different aspects of the process and, in particular, the role of industry in relation to the girls’ attitudes. This research highlights the benefits of industry involvement with girls in terms of their engagement with STEM, the authenticity of STEM learning, and the novelty of the learning experience. These benefits are discussed with respect to how they can raise girls’ STEM aspirations and ensure equitable educational opportunities—aligning with SDG4.
Publisher: Springer Singapore
Date: 2019
Publisher: Informa UK Limited
Date: 22-08-2019
Publisher: Springer Science and Business Media LLC
Date: 29-06-2013
Publisher: Springer Science and Business Media LLC
Date: 05-05-2012
Publisher: Springer Science and Business Media LLC
Date: 11-06-2022
Publisher: Informa UK Limited
Date: 21-02-2021
Publisher: SensePublishers
Date: 2013
Publisher: Informa UK Limited
Date: 05-07-2021
Publisher: Routledge
Date: 09-11-2018
Publisher: Springer International Publishing
Date: 2020
Publisher: Springer Science and Business Media LLC
Date: 15-07-2022
DOI: 10.1007/S11165-022-10063-9
Abstract: There is a long tradition of teaching science through inquiry, with broad agreement about the form it should take. Students should investigate researchable questions gather and analyse data and develop and represent evidence-based claims. Authoritative teacher or textbook representations are generally used to guide this learning (Buckley & Boulter, 2000 Bybee, 1997 Furtak et al., 2012 Sell et al., 2006). Parallel to this approach, teachers have also guided students to construct, review and refine their own representations, leading to learning gains. However, this student representation construction approach poses new challenges for teachers. The teacher is expected to elicit and guide students’ reasoning about their own represented claims as an orientation to understanding and learning scientific forms of reasoning and their representation. In this paper, drawing on our initial account of this pedagogy, we aim to clarify further this approach’s rationale and teacher strategies and underlying purposes in key early stages of exploration in the topics of chemistry and mathematics with a Grade 5 class. An interdisciplinary focus was used to guide students’ learning about the science concepts of states of matter, evaporation and the mathematical concepts of formal and informal measurement and data representation. Analysed data included video capture of the teacher’s guidance of tasks and classroom discussion, student artefacts and teacher and student interviews. We identify how the teacher framed the task, oriented student inquiry and guided evaluation of students’ representations through implicit and explicit instruction.
Publisher: Springer Science and Business Media LLC
Date: 08-07-2020
Publisher: Elsevier BV
Date: 2007
Publisher: BRILL
Date: 2006
Publisher: Springer Science and Business Media LLC
Date: 03-09-2008
Publisher: Springer International Publishing
Date: 2018
Start Date: 05-2018
End Date: 12-2023
Amount: $434,716.00
Funder: Australian Research Council
View Funded ActivityStart Date: 10-2021
End Date: 12-2024
Amount: $291,422.00
Funder: Australian Research Council
View Funded Activity