A/Prof. Peter Hubber

STAFF PROFILE

Position

Associate Professor of Education (Science Education)

Faculty

Faculty of Arts and Education

Department

SoE Arts & Ed

Campus

Melbourne Burwood Campus

Contact

peter.hubber@deakin.edu.au
+61 3 924 46408

Research interests

The Role of Representation in Teaching and Learning Science
ICT in Science Education

Teaching interests

Secondary Science Curriculum Units: ESS444/744 and ESS415/ESS755

Conferences

Hubber, P. (2013). Engaging students in new technologies using a representation construction pedagogy, Paper presented at the Higher Education Teaching & Learning Assciation (HETL) conference, January 13-15, Orlando, Florida, USA.

Hubber, P. & Chittleborough, G. (2012). Empowering teachers through a professional learning program that focussed on a representation intensive pedagogical approach, in Unknown (ed.), NARST 2012: ReImagining Research in 21st Century Science Education for a Diverse Global Community: Proceedings of the National Association of Research in Science Teaching annual international conference, NARST, Indianapolis, Indiana. Tytler, R. & Hubber, P. (2012). Learning science through engaging with its representational practices, in Unknown (ed.), AERA2012: Non Satis Scire to know is not enough: Proceedings of the 2012 American Educational Research Association Meeting, American Educational Research Association, Vancouver, Canada, April Hubber, P. & Chittleborough, G. (2011). A professional learning program based on a representation intensive pedagogical approach. Paper presented at the Australasian Science Education Research Association (ASERA) conference, Adelaide, July. Tytler, R. & Hubber, P. (2011). Learning science through representational generation/negotiation. Paper presented at the European Science Education Research Association (ESERA) conference, Lyon, France, December. Hubber, P. & Chittleborough, G. (2011). A professional learning program based on a representation intensive pedagogical approach. Paper presented at the Australasian Science Education Research Association (ASERA) conference, Adelaide, July. Tytler, R. & Hubber, P. (2011). Learning science through representational generation/negotiation. Paper presented at the European Science Education Research Association (ESERA) conference, Lyon, France, December.

Publications

Filter by

2017

Representational issues in teaching ideas about matter

P Hubber

(2017), Vol. 190, pp. 143-154, GIREP EPEC 2015 : Key Competences in Physics Teaching and Learning Selected Contributions from the International Conference GIREP EPEC 2015, Wroc?aw Poland, 6?10 July 2015, Warsaw, Poland, E1

conference

Reflections on quality teaching in primary science classrooms in diverse cultural settings

G Chittleborough, J Ramseger, C-T Hsiung, P Hubber, R Tytler

(2017), pp. 245-265, Quality teaching in primary science education: cross-cultural perspectives, Cham, Switzerland, B1

chapter

Implications for practice and teacher education

J Ramseger, R Tytler, P Hubber, I Freitag-Amtmann

(2017), pp. 293-308, Quality teaching in primary science education: cross cultural perspectives, Cham, Switzerland, B1

chapter

Physical learning environments for science education: an ethnographic field study of primary classrooms in Australia, Germany and Taiwan

P Hubber, J Ramseger

(2017), pp. 51-77, Quality teaching in primary science education: cross-cultural perspectives, Cham, Switzerland, B1

chapter

Enhancing pre-service teachers' concept of Earth Science through an immersive, conceptual museum learning program (Reconceptualising Rocks)

L Dawborn-Gundlach, J Pesina, E Rochette, P Hubber, P Gaff, D Henry, M Gibson, L Kelly, C Redman

(2017), Vol. 67, pp. 214-226, Teaching and Teacher Education, Oxford, Eng., C1

journal

Enacting a representation construction approach to teaching and learning astronomy

P Hubber, R Tytler

(2017), Vol. 10, pp. 139-161, Multiple representations in physics education, Cham, Switzerland, B1

chapter
2016

Quality teaching in Australian and German primary science classrooms: characterising difference to help identify quality

G Chittleborough, I Freitag-Amtmann, P Hubber, R Tytler

(2016), pp. 240-248, Comparative didactics and curriculum research - comparative research into didactics and curriculum, Bad Heilbrunn, Germany, B1

chapter

Making use of students' research journals as instruments for detecting students' reasoning in co-constructing scientific concepts in a German and Australian primary school

I Freitag-Amtmann, G Chittleborough, P Hubber, G Aranda

(2016), pp. 298-309, Comparative Didactics and Curriculum Research - Comparative Research into Didactics and Curriculum, Bad Heilbrunn, Germany, B1

chapter
2015

Teacher change in implementing a research developed representation construction pedagogy

P Hubber, G Chittleborough

(2015), pp. 1049-1058, GIREP-MPTL : Teaching/Learning Physics : Integrating Research into Practice 2014 Conference, Palermo, Italy, E1

conference

Constructing representations to learn science

R Tytler, P Hubber

(2015), pp. 159-181, Using multimodal representations to support learning in the science classroom, Berlin, Germany, B1

chapter
2014

Representation construction: A directed inquiry pedagogy for science education

P Hubber

(2014), Vol. 1, pp. 201-221, Inquiry-Based Learning for Faculty and Institutional Development, Bingley, UK, B1

chapter
2013

Material world: learning and teaching chemistry

G Chittleborough, P Hubber

(2013), pp. 185-207, Learning and teaching primary science, Melbourne, Vic., B1

chapter

Increasing learner engagement of learning technologies and science TPACK through representational challenges

P Hubber, E Loong

(2013), pp. 83-112, Increasing student engagement and retention in e-learning environments : Web 2.0 and blended learning technologies, Bingley, England, B1-1

chapter

Teacher perspectives of a representation construction approach to teaching science

P Hubber

(2013), pp. 135-149, Constructing representations to learn in science, Rotterdam, Netherlands, B1

chapter

Models and learning science

P Hubber, R Tytler

(2013), pp. 109-133, Constructing representations to learn in science, Rotterdam, The Netherlands, B1

chapter

A representation construction approach

R Tytler, P Hubber, V Prain, B Waldrip

(2013), pp. 31-50, Constructing Representations to Learn in Science, Dordrecht, Netherlands, B1

chapter

Structuring learning sequences

R Tytler, P Hubber, V Prain

(2013), pp. 51-66, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1

chapter

Reasoning in science through representation

R Tytler, V Prain, P Hubber, F Haslam

(2013), pp. 83-108, Constructing Representations to Learn in Science, Rotterdam, Netherlands, B1

chapter

Assessment

B Waldrip, P Hubber, V Prain

(2013), pp. 151-170, Constructing representations to learn in science, Rotterdam, Netherlands, B1

chapter

Implications for the future

V Prain, R Tytler, P Hubber, B Waldrip

(2013), pp. 185-192, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1

chapter
2011

Learning science through engaging with its epistemic representational practices

R Tytler, P Hubber, A Johansson, P Wickman, V Prain, J Carolan, B Waldrip, R Duschl

(2011), pp. 1-15, ESERA 2011 : Ebook Proceedings Of The ESERA 2011 Conference : Science learning and Citizenship, Lyon, France, E1

conference
2010

Teaching and learning about force with a representational focus : pedagogy and teacher change

P Hubber, R Tytler, F Haslam

(2010), Vol. 40, pp. 5-28, Research in science education, Amsterdam, The Netherlands, C1

journal

Student outcomes from engaging in open science investigations

P Hubber, L Darby, R Tytler

(2010), Vol. 56, pp. 8-12, Teaching science : journal of the Australian Science Teachers Association, Canberra, A.C.T., C1

journal

Supporting ICT based pedagogies in science in rural school settings

P Hubber, G Chittleborough, C Campbell, W Jobling, R Tytler

(2010), Vol. 25, pp. 12-16, Australian educational computing, Belonnen, A.C.T., C1-1

journal
2009

An explicit representational focus for teaching and learning about animals in the environment

R Tytler, F Haslam, V Prain, P Hubber

(2009), Vol. 55, pp. 21-27, Teaching Science, Canberra, ACT, C1

journal
2007

The usefulness of a science degree : the 'lost voices' of science trained professionals

S Rodrigues, R Tytler, L Darby, P Hubber, D Symington, J Edwards

(2007), Vol. 29, pp. 1411-1433, International journal of science education, London, England, C1

journal

Technology and teachers in rural schools: creating future advantage

C Campbell, G Chittleborough, P Hubber, R Tytler

(2007), pp. 140-144, Sustainable, Responsible, Global: Proceedings of CONASTA 56 and ICASE 2007 World Conference on Science and Technology Education, The Sheraton Hotel and Mercedes College, Perth, Western Australia, E1

conference

Sharing good teaching practice: Practical strategies to integrate ICT into the classroom

G Chittleborough, C Campbell, P Hubber, R Tytler

(2007), pp. 1-4, CONASTA 56 and ICASE 2007 : Proceedings of CONASTA 56 and ICASE 2007 World Conference on Science and Technology Education : Sustainable, responsible, global, Perth, Western Australia, E1

conference

Technology and teachers in rural schools : diversity and similarity

G Chittleborough, C Campbell, P Hubber, R Tytler

(2007), pp. 29-42, SiMERR 2007 : Proceedings of the 'Narrowing the gap: addressing educational disadvantage' conference : SiMERR National Conference University of New England, University of New England, Armidale, NSW, E1

conference

Educating for the future : technological advantages?

C Campbell, G Chittleborough, P Hubber, R Tytler

(2007), NARST 2007 : Restructuring science education through research : Proceedings of the National Assocation for Research in Science Teaching, Annual International Conference, New Orleans, Louisiana, E1-1

conference
2006

Year 12 students' mental models of the nature of light

P Hubber

(2006), Vol. 36, pp. 419-439, Research in science education, Amsterdam, Netherlands, C1

journal

Year 12 students' mental models of the nature of light

P Hubber

(2006), pp. 355-361, GIREP 2006 : Modelling in physics and physics education : GIREP Conference 2006 : August 20 ? 25, Amsterdam, Netherlands, Amsterdam, The Netherlands, E1-1

conference
2005

Exploration of Year 10 students' conceptual change during instruction

P Hubber

(2005), Vol. 6, pp. 1-27, Asia-Pacific forum on science learning and teaching, Hong Kong, C1

journal

Secondary students` perceptions of a constructivist-informed teaching and learning environment for geometric optics

P Hubber

(2005), Vol. 51, pp. 26-29, Teaching science, Canberra, A.C.T., C1

journal
2004

Conceptual change models of teaching and learning

P Hubber, R Tytler

(2004), pp. 34-51, Art of teaching science, Crows Nest, N.S.W., B1

chapter

Funded Projects at Deakin

Australian Competitive Grants

The role of representation in learning science

Prof Russell Tytler, Prof Vaughan Prain, A/Prof Bruce Waldrip, A/Prof Peter Hubber

ARC - Discovery Projects

  • 2009: $115,728
  • 2008: $91,582
  • 2007: $100,304

EqualPrime: A cross national study of quality teaching and learning in primary school science classrooms

A/Prof Peter Hubber, Prof Mark Hackling, Dr Karen Murcia, Prof Joerg Ramseger, Prof Hsiao-Lan Chen, Prof Chao-Ti Hsiung

ARC - Discovery Projects

  • 2014: $16,500
  • 2013: $47,496
  • 2012: $27,690
  • 2011: $84,652

Enhancing the Quality of Science Learning through a Representation-intensive Pedagogy

Prof Russell Tytler, Prof Vaughan Prain, A/Prof Garry Hoban, A/Prof Peter Aubusson, A/Prof Peter Hubber

ARC - Discovery Projects

  • 2014: $19,826
  • 2013: $19,882
  • 2012: $61,386

Developing digital pedagogies in inquiry science through a cloud-based teaching and learning environment

A/Prof Peter Hubber, Prof Russell Tytler, Daniel Pikler, Peter Laver

ARC Linkage - Projects

  • 2016: $37,756
  • 2015: $80,344
  • 2014: $83,825
  • 2013: $43,904

Other Public Sector Funding

Delivery of the Switched on Secondary Science Professional Learning program

A/Prof Peter Hubber, Prof Russell Tytler, Dr Gail Chittleborough, Dr Wendy Jobling, Dr Laura Barraza, Dr Coral Campbell

  • 2012: $55,445
  • 2011: $150,716
  • 2010: $23,845

Design of the Switched on Secondary Science Professional Learning Program (SOSSPL)

A/Prof Peter Hubber, Prof Russell Tytler, Dr Coral Campbell, Dr Gail Chittleborough, Dr Wendy Jobling, Dr Laura Barraza

  • 2010: $35,760

Evaluation of the National Partnerships (Teacher, Quality, Supply and Retention) Initiatives for the Victorian school workforce

Prof Brenton Doecke, Prof Russell Tytler, Prof Christine Halse, Dr Brian Doig, Prof Julianne Moss, A/Prof Damian Blake, A/Prof Peter Hubber, Dr Coral Campbell, Dr Anne-Marie Morrissey, A/Prof Bernadette Walker-Gibbs, Dr Wendy Kortman, Mr Alan Marshall, Ms Barbara Preston, Dr Jodie Kline, Dr Glenn Auld, Dr Linda Hobbs

  • 2013: $190,500
  • 2012: $25,500
  • 2011: $52,800

Primary Science Specialist Professional Learning Program

Dr Coral Campbell, Dr Gail Chittleborough, A/Prof Peter Hubber, Prof Russell Tytler, Dr Laura Barraza, Dr Wendy Jobling, Mr John Cripps Clark, Dr Sandra Herbert

  • 2012: $40,866
  • 2011: $95,354

Pilot Tech Next Mid-Year intake - selection, recruitment & placement of participants (Phase 1) & course delivery (Phase 2)

A/Prof Damian Blake, Prof Russell Tytler, Prof Chris Hickey, A/Prof Alex Kostogriz, A/Prof Peter Hubber, Prof Brenton Doecke, Dr Gaye Williams, Dr Gail Chittleborough

  • 2012: $439,514

2013 Primary Science Specialists Professional Learning Program

Prof Russell Tytler, Dr Coral Campbell, A/Prof Peter Hubber, Dr Wendy Jobling, Dr Laura Barraza, Dr John Cripps Clark, Dr Sandra Herbert, Dr Linda Hobbs

  • 2013: $78,086

2013-14 Primary Science Specialists Professional Learning Program

Dr Coral Campbell, A/Prof Peter Hubber, Dr Wendy Jobling, Dr Laura Barraza, Dr John Cripps Clark, Dr Sandra Herbert, Dr Linda Hobbs, Prof Russell Tytler

  • 2015: $1,600
  • 2014: $35,162
  • 2013: $82,045

Primary Mathematics and Science Specialist Professional Learning Program February/March 2015

Dr Gail Chittleborough, Prof Russell Tytler, Dr Coral Campbell, A/Prof Peter Hubber, Dr Lihua Xu, Dr John Cripps Clark, Dr Peta White

  • 2015: $6,818

Secondary STEM Catalysts: professional learning program

A/Prof Peter Hubber, Prof Russell Tytler, Dr Coral Campbell, A/Prof Colleen Vale, Dr John Cripps Clark, Dr Linda Hobbs, Dr Peta White, Dr Gaye Williams

  • 2017: $295,146
  • 2016: $48,403

Evaluation of Growing Tall Poppies Program: a science experience for year 10 students

A/Prof Peter Hubber

  • 2017: $24,640

Industry and Other Funding

Using ICT to Support Literacy and Numeracy in Rural Schools

Prof Russell Tytler, A/Prof Peter Hubber, Dr Coral Campbell, Dr Gail Chittleborough, Dr Elizabeth Stacey

  • 2007: $20,000
  • 2006: $30,000

Research and Evaluation of the STELR Proof of Concept Program

A/Prof Peter Hubber, A/Prof Damian Blake

  • 2009: $19,940

Proposal for evaluation of the BHP Billiton science awards

Prof Russell Tytler, A/Prof Peter Hubber, Dr Coral Campbell, Dr Gail Chittleborough

  • 2010: $13,000
  • 2009: $15,000

Developing digital pedagogies in inquiry science through a cloud-based teaching and learning environment

A/Prof Peter Hubber, Prof Russell Tytler, Daniel Pikler, Peter Laver

  • 2015: $26,360
  • 2014: $26,080
  • 2013: $24,040

International Baccalaureate Diploma Program: Alignment with the Australian Curriculum and Australian Qualifications Framework

A/Prof Mary Dixon, Dr Claire Charles, A/Prof Peter Hubber, Prof Julianne Moss

  • 2014: $4,291
  • 2013: $38,621

Wenona School: STEM research

Prof Russell Tytler, A/Prof Peter Hubber, Dr Gaye Williams

  • 2016: $60,180
  • 2015: $35,670

Supervisions

Associate Supervisor
2017

Joseph Ferguson

Thesis entitled: A Video-Based Analysis of Science Students' Computer-Mediated Abductive Reasoning

Doctor of Philosophy (Education), School of Education

2016

Edgar Caballero-Aspe

Thesis entitled: The Mexico Alaska Youth Interchange Case Study: an Educative Experience Promoting Action and Continuity

Doctor of Philosophy (Education), School of Education

2014

Thanh Nguyen

Thesis entitled: Teaching undergraduate physics: Changing practices in Australia and Vietnam

Doctor of Philosophy (Education), School of Education