Biography
Joseph Paul Ferguson is a lecturer in science and environmental/climate education at Deakin University. He teachers and researchers in primary science and technology education as well as environmental/climate education in both the primary and secondary education contexts. Joseph's current research explores pragmatist semiotic approaches to teaching and researching science and environmental/climate education and the use of video methodologies (including film) to undertake design-based research with teachers in schools. He is passionate about the power of theory/philosophy to inform educational practice. Joseph is committed to working with pre-service and in-service teachers to make science and environmental/climate education inclusive and transformative for all young people.
Read more on Joe's profileBiography summary
Professional commitment to theory and philosophy to inform practice in science and environmental/climate change education
I have long been interested in the theory and philosophy that underpins how we teach and learn in science and environmental/climate change education, and the impacts of such ways of knowing and being in the world on our daily lives as educators and citizens of the local, national and global community. I am particularly passionate about the hope we might find in the pragmatist semiotics of Charles Sanders Peirce to live in more loving ways with the planet through science. In my teaching, I am dedicated to supporting pre-service and in-service teachers to ‘bring to life’ science for them and their students as they collectively enact climate change/environmental education in transformative ways.
Publications
Colleen Vale, Gahyoung Kim, Wanty Widjaja, Joseph Ferguson, Amanda Berry, Jan van Driel, Lihua Xu, Lam Pham
(2024), Vol. 20, pp. 1-12, Eurasia Journal of Mathematics, Science and Technology Education, C1
Student Attitudes, Identity, and Aspirations Toward Science
R Tytler, J Ferguson
(2023), Vol. 3, pp. 158-192, Handbook of Research on Science Education: Volume III, New York, N.Y., B1
Melinda Kirk, Joe Ferguson
(2023), Vol. 4, pp. 83-102, Methodological Approaches to STEM Education Research, Cambridge, Eng., B1
A Prometheus of our times: Investigating the science classroom through Peirce, Franklin, and film
Joe Ferguson, John Cripps Clark
(2023), Vol. 4, pp. 103-118, Methodological Approaches to STEM Education Research, Cambridge, Eng., B1
A pragmatist semiotic analysis of secondary students' embodied and material reasoning in astronomy
Joseph Ferguson, Lihua Xu, Russell Tytler
(2023), pp. 1-24, Research in Science and Technological Education, London, Eng., C1
Teaching and learning in uncertain times: thinking with multiple crises
P White, E Mayes, B Sutton, J Ferguson, M Green
(2023), pp. 1-18, Teaching Education, London, Eng., C1
Joe Ferguson, Peta White
(2023), Vol. 8, pp. 1-14, Frontiers in Education, Lausanne, Switzerland, C1
Introducing Digital Technologies into Play-Based Learning in Early Childhood
G Aranda, C Campbell, J Ferguson, C Speldewinde
(2022), pp. 525-551, STEM, Robotics, Mobile Apps in Early Childhood and Primary Education: Technology to Promote Teaching and Learning, Berlin, Germany, B1
The Creative in Computational Thinking
George Aranda, Joseph Ferguson
(2022), Vol. 25, pp. 309-326, Children’s Creative Inquiry in STEM, Berlin, Germany, B1
Analysing student graphing in mathematics: The methodological utility of a semiotic framework
John Cripps Clark, Joe Ferguson
(2022), Vol. 3, pp. 308-325, Methodological Approaches to STEM Education Research - Volume 3, Newcastle upon Tyne, Eng., B1
Lihua Xu, Chan Kennedy, Amanda Berry, Joe Ferguson, Gahyoung Kim, Jan van Driel, Colleen Vale, Wanty Widjaja
(2022), Vol. 3, pp. 350-368, Methodological Approaches to STEM Education Research - Volume 3, Newcastle upon Tyne, Eng., B1
Digital bibliometric visualisation tools: Constructing maps to navigate the literature
Melinda Kirk, Joe Ferguson
(2022), Vol. 3, pp. 369-393, Methodological Approaches to STEM Education Research - Volume 3, Newcastle upon Tyne, Eng., B1
The role of aesthetics in the teaching and learning of data modelling
J Ferguson, R Tytler, P White
(2022), Vol. 44, pp. 753-774, International Journal of Science Education, C1
The role of aesthetics in learning science in an art-science lesson
S Hannigan, P Wickman, J Ferguson, V Prain, R Tytler
(2022), Vol. 44, pp. 797-814, International Journal of Science Education, C1
School strikers enacting politics for climate justice: Daring to think differently about education
P White, J Ferguson, N O'Connor Smith, H O'Shea Carre
(2022), Vol. 38, pp. 26-39, Australian Journal of Environmental Education, C1
J Ferguson
(2022), Vol. 52, pp. 773-803, Research in Science Education, Berlin, Germany, C1
V Prain, J Ferguson, P Wickman
(2022), Vol. 44, pp. 735-752, International Journal of Science Education, London, Eng., C1
Using systems maps to visualize chemistry processes: practitioner and student insights
M Schultz, D Chan, A Eaton, J Ferguson, R Houghton, A Ramdzan, O Taylor, H Vu, S Delaney
(2022), Vol. 12, pp. 1-19, Education Sciences, Basel, Switzerland, C1
Where the truth lies: Peirce through the lens of The Third Man
Joseph Ferguson, John Cripps Clark
(2021), Vol. 15, pp. 33-46, Unlocking Social Theory with Popular Culture : Remixing Theoretical Influencers, Berlin, Germany, B1
Lihua Xu, Joseph Ferguson, Wanty Widjaja, Wei Luo, Lei Bao, Jianxin Li
(2021), Vol. 2, pp. 220-242, Methodological approaches to STEM education research, Cambridge, Eng., B1
Ethical research with young people: The politics of youth climate strikers in Australia
Peta White, Joseph Ferguson
(2021), Vol. 2, pp. 320-335, Methodological approaches to STEM education research, Cambridge, Eng., B1
John Cripps Clark, Joseph Ferguson
(2021), Vol. 2, pp. 302-319, Methodological approaches to STEM education research, Cambridge, Eng., B1
Art-science education in the Anthropocene - Embodied metaphor with puppets and performance
Shelley Hannigan, Shelley Hannigan, Joseph Ferguson, Joseph Ferguson
(2021), pp. 163-178, Science and Drama: Contemporary and Creative Approaches to Teaching and Learning, Cham, Switzerland, B1
L Xu, J Ferguson, R Tytler
(2021), Vol. 19, pp. 1167-1186, International Journal of Science and Mathematics Education, C1
Topics Amenable to a Systems Thinking Approach: Secondary and Tertiary Perspectives
M Schultz, J Lai, J Ferguson, S Delaney
(2021), Vol. 98, pp. 3100-3109, Journal of Chemical Education, Washington, D.C., C1
S Delaney, J Ferguson, M Schultz
(2021), Vol. 43, pp. 2618-2639, International Journal of Science Education, C1
A return to cave painting? Doing education research as film-philosophy
Joseph Ferguson, John Cripps Clark
(2020), pp. 50-69, Methodological approaches to STEM education research, Newcastle upon Tyne, Eng., B1
Russell Tytler, Vaughan Prain, Joseph Ferguson, John Cripps Clark
(2020), pp. 1-20, Methodological Approaches to STEM Education Research - Volume 1, Cambridge, Eng., B1
Drawing to reason and learn in science
R Tytler, V Prain, G Aranda, J Ferguson, R Gorur
(2020), Vol. 57, pp. 209-231, Journal of Research in Science Teaching, London, Eng., C1
Revisiting Peirce's account of scientific creativity to inform classroom practice
J Ferguson, V Prain
(2020), Vol. 52, pp. 524-534, Educational Philosophy and Theory, London, Eng., C1
A representation construction pedagogy of guided inquiry for learning data modelling
R Tytler, J Ferguson, P White
(2020), Vol. 6, pp. 5-18, Learning: Research and Practice, Abingdon, Eng., C1
Video research: purposeful selection from rich data sets
J Ferguson, George Aranda, Russell Tytler, Radhika Gorur
(2019), pp. 124-139, Video-based research in education: cross-disciplinary perspectives, Abingdon, Eng., B1
Constructivist and sociocultural theories of learning
Russell Tytler
(2019), pp. 35-49, The Art of Teaching Science : A Comprehensive Guide to the Teaching of Secondary School Science, Sydney, N.S.W., B1
Lihua Xu, Wanty Widjaja, Joseph Ferguson
(2019), Vol. 42, pp. 470-484, International journal of research & method in education, London, Eng., C1
Students are not inferential-misfits: naturalising logic in the science classroom
J Ferguson
(2019), Vol. 51, pp. 852-865, Educational philosophy and theory, London, Eng., C1
J Ferguson, B Kameniar
(2014), Vol. 36, pp. 2554-2579, International journal of science education, Abingdon, Eng., C1-1
Reasoning about complexity - Software models as external representations
S Lynch,, J Ferguson
(2014), pp. 1-12, PPIG 2014 : Proceedings of The 25th Workshop of The Psychology of Programming Interest Group, Brighton, England, E1-1
Funded Projects at Deakin
Other Public Sector Funding
Science Teacher Toolkit
A/Prof Peta White, Prof Russell Tytler, Dr Joe Ferguson
DETVic Grant - Research - Department of Education and Training Victoria
- 2021: $12,395
- 2020: $53,803
Supervisions
No completed student supervisions to report