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Prof Russell Tytler

STAFF PROFILE

Position

Alfred Deakin Professor and Chair In Science Education

Faculty

Faculty of Arts and Education

Department

SoE Arts & Ed

Campus

Melbourne Burwood Campus

Contact

Research interests

My major research interests include student learning in science and pedagogies to support this, teacher learning,  school change, and system reform, and rural science education and communities.

My research into student reasoning and learning included a 7 year longitudinal study of 15 children’s science ideas spanning their primary school years. That study challenged orthodox conceptual change ideas about the coherence and mentalist nature of children’s conceptions, and emphasized the importance of the social, and the individual person in framing learning and knowing.
These insights morphed into research interests based in socio-cultural perspectives that emphasize the role of language in reasoning and learning. The ARC project ‘The role of representation in learning science’ (RiLS) explored the development of a pedagogy based on representational production and negotiation, arguing for a classroom practice grounded in the use of multi modal epistemic tools that underpin knowledge building practices in science (Tytler et al. (Eds.), (2013). Constructing representations to learn in science). That project has led to two major professional development initiatives for the Victorian Government, and two further, recent ARC projects  investigate teacher learning issues around establishing this representation construction pedagogy, and more recently a project working with schools to develop how this pedagogy can be translated into a cloud based classroom learning environment .
The classroom video capture design used in RiLS was also the basis of an ARC, with David Clarke from Melbourne University's ICCR, that looked at multiple theoretical perspectives on classrooms, and is being used in a further ARC ‘Exploring quality primary education in different cultures’ (EQUALPRIME: http://communities.deakin.edu.au/equalprime/node/2) that looks at cultural determinants of primary science pedagogy in Australia, Taiwan and Germany. My links with the ICCR have led to involvement as CI with the ARC funded 'Science of learning research centre' with a special focus on linking neuroscience insights with sociocultural classroom perspectives on learning.
My recent work also extends to reasoning around socio scientific issues, through a French-Australian project on the contextual determinants of reasoning on sustainability issues.

I have been involved over many years with research into teacher learning and school and system reform.   I was principal researcher for the School Innovation in Science project which developed a framework for describing effective science teaching, and a strategy for supporting school and teacher change based on professional learning teams. That work extended to the development of the Victorian Principles of Learning and Teaching (POLT) and an ARC project looking at science and mathematics subject cultures. As part of my involvement with system reform I authored the influential monograph 'Re-imagining Science Education'. The DEEWR commissioned study on factors affecting students' transition into STEM led to two handbook chapters on student attitudes and aspirations. More recently I was deputy chair of the Australian Council of Learned Academies expert working group, producing the report: "STEM: country comparisons".

Involvement with the national SiMERR project has led to a number of regional and rural based studies particularly focusing on teacher professional learning, and school and community partnerships in science education.

Recent Refereed Publications
http://www.deakin.edu.au/~tytler/web-paper.php

Science Education Resources
http://www.deakin.edu.au/arts-ed/education/sci-enviro-ed/
 

Teaching interests

I have had a range of teaching positions, including as a Lecturer in Physics in Australia and Africa, and 10 years as a science teacher and coordinator in a secondary school. I have a strong interest in innovation in science teaching and science teacher education, with a particular focus on supporting reasoning in science, and the generation of authentic settings and inquiry approaches in the teaching and learning of science.

In schools, this led to involvement with the Science Teachers'  Association in raising the profile of student investigative projects in the science curriculum, and in pioneering a negotiated subject on 'issues in science'. I have worked with primary and secondary teachers on a range of research projects and professional learning projects, and have been involved in system wide curriculum generation and writing in the area of curriculum reform and teacher pedagogy, including the influential monograph "Re-imagining Science Education' .

At Deakin I set up a school based science teacher education approach in which pre-service teachers are responsible for teaching small groups of primary school students as part of the workshop, and reflect on that process. This initiative has been in place for 25 years, and has spawned further work of this kind. it is currently the focus of a cross-university OLT project.

Myself and the science education group have an increasing interest in researching our own innovative practice in  teacher education. Currently I am  Unit chair for the 'Scholarship of Teaching' and 'Research in the Scholarship of Teaching' units of the Graduate Certificate of Higher Education.

I am supervisor or associate supervisor for a number of PhD students in science, mathematics and environmental education and am particularly interested to work with PhD students in the area of student reasoning and learning, and pedagogy in science and mathematics, and teacher learning. Recent PhD student topics have included:

  • Computational models for students' reasoning about complex systems in science
  • Teaching and learning science and mathematics in English in Malaysia
  • Marine Educators: Linking personal commitment, education and public policy
  • Teaching undergraduate physics: Changing practices in Australia and Vietnam
  •  

Units taught

EEE714 The scholarship of teaching

EEE718/719 Research paper in the scholarship of teaching

Publications

Filter by

2017

Community-school collaborations in science: towards improved outcomes through better understanding of boundary issues

R Tytler, D Symington, J Cripps Clark

(2017), Vol. 15, pp. 643-661, International journal of science and mathematics education, Berlin, Germany, C1

journal

Aligning neuroscience findings with socio-cultural perspectives on learning in science

G Aranda, R Tytler

(2017), pp. 139-154, From the laboratory to the classroom : translating science of learning for teachers, Abingdon, Eng., B1

chapter

Teachers from diverse cultural settings orchestrating classroom discourse

G Tytler, R Aranda, I Freitag-Amtmann

(2017), pp. 123-148, Quality teaching in primary science education : cross-cultural perspectives, Dordrecht, The Netherlands, B1

chapter

Inquiry teaching and learning: forms, approaches, and embedded views within and across cultures

R Tytler, H-L Chen

(2017), pp. 93-122, Quality teaching in primary science education: cross-cultural perspectives, Dordrecht, The Netherlands, B1

chapter

Reasoning through representations

R Tytler, K Murcia, C-T Hsiung, J Ramseger

(2017), pp. 149-179, Quality teaching in primary science education: cross-cultural perspectives, Dordrecht, The Netherlands, B1

chapter

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

Reflections on reasoning

R Tytler

(2017), pp. 225-243, Quality teaching in primary science education: cross-cultural perspectives, Cham, Switzerland, B1

chapter

Engaging with socially acute questions: development and validation of an interactional reasoning framework

O Morin, L Simonneaux, R Tytler

(2017), Vol. 54, pp. 825-851, Journal of research in science teaching, London, 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

Exploring the value of drawing in learning and assessment

S Ainsworth, M Stieff, D Desutter, R Tytler, V Prain, D Panagiotopoulos, P Wigmore, W Van Joolingen, D Heijnes, F Leenaars, S Puntambekar

(2016), Vol. 2, pp. 1082-1089, ICLS 2016 : Proceedings of the 12th International Conference of the Learning Sciences : Transforming Learning, Empowering Learners, Singapore, E1

conference

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"

R Tytler

(2016), pp. 1-7, Cultural studies of science education, Amsterdam, The Netherlands, C1

journal

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
2015

Expert teachers' discursive moves in science classroom interactive talk

R Tytler, G Aranda

(2015), Vol. 13, pp. 425-446, International journal of science and mathematics education, Berlin, Germany, C1

journal

Widening and deepening the STEM effect

B Freeman, S Marginson, R Tytler

(2015), Vol. 129, pp. 1-21, The age of STEM : educational policy and practice across the world in science, technology, engineering and mathematics, Abingdon, Eng., B1

chapter

School-community collaborations: Bringing authentic science into schools

R Tytler, J Cripps Clark, D Symington

(2015), Vol. 60, pp. 28-34, Teaching science, Deakin, A.C.T., C1

journal

Improving schools: productive tensions between the local, the systemic and the global

S Rawolle, M Wells, L Paatsch, R Tytler, C Campbell

(2015), Singapore, A1

book

A perspective on supporting STEM academics with blended learning at an Australian university

R Hains-Wesson, R Tytler

(2015), Vol. 25, pp. 460-479, Issues in educational research, [Western Australia], C1

journal

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

Science learning in rural Australia: not necessarily the poor cousin

R Tytler, D Symington

(2015), Vol. 61, pp. 19-25, Teaching science, Deakin West, A.C.T., C1-1

journal
2014

Developing and using an S3R model to analyze reasoning in web-based cross-national exchanges on sustainability

O Morin, L Simonneaux, J Simonneaux, R Tytler, L Barraza

(2014), Vol. 98, pp. 517-542, Science education, Hoboken, NJ, C1

journal

Attitudes, identity, and aspirations toward science

Russell Tytler

(2014), Vol. 2, pp. 82-103, HANDBOOK OF RESEARCH ON SCIENCE EDUCATION, VOL II, New York, N.Y, B1

chapter
2013

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

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

Digital technology to support students' socioscientific reasoning about environmental issues

O Morin, L Simonneaux, J Simonneaux, R Tytler

(2013), Vol. 47, pp. 157-165, Journal of biological education, Abingdon, Eng., C1

journal

Cross cultural exchange to support reasoning about socio-scientific sustainability issues

O Morin, R Tytler, L Barraza, L Simonneaux, J Simonneaux

(2013), Vol. 59, pp. 16-22, Teaching science, Deakin West, ACT, C1

journal

Representing and learning in science

V Prain, R Tytler

(2013), pp. 1-14, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1

chapter

Learning through the affordances of representation construction

V Prain, R Tytler

(2013), pp. 67-82, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1

chapter

The nature of student learning and knowing in science

R Tytler, V Prain

(2013), pp. 171-183, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1

chapter

Representation construction to support conceptual change

R Tytler, V Prain

(2013), pp. 1009-1042, International handbook of research on conceptual change, Abingdon, Eng., B1

chapter
2012

Professional training in applied psychology : towards a signature pedagogy for forensic psychology training

A Day, R Tytler

(2012), Vol. 47, pp. 183-189, Australian psychologist, Oxford, England, C1

journal

Learning through constructing representations in science : a framework of representational construction affordances

V Prain, R Tytler

(2012), Vol. 34, pp. 2751-2773, International journal of science education, Oxon, England, C1

journal

Student attitudes and aspirations towards science

R Tytler, J Osborne

(2012), pp. 597-625, Second international handbook of science education, Dordrecht , Netherlands, B1

chapter

Constructivist and socio-cultural views of teaching and learning

R Tytler

(2012), pp. 23-40, The art of teaching science : for middle and secondary school, Crows Nest, NSW, B1-1

chapter
2011

A curriculum innovation framework for science, technology and mathematics education

R Tytler, D Symington, C Smith

(2011), Vol. 41, pp. 19-38, Research in science education, Amsterdam, The Netherlands, C1

journal

Drawing to learn in science

S Ainsworth, V Prain, R Tytler

(2011), Vol. 333, pp. 1096-1097, Science, Washington, D.C., C1

journal

Discourse communities : a framework from which to consider professional development for rural teachers of science and mathematics

R Tytler, D Symington, L Darby, C Malcolm, V Kirkwood

(2011), Vol. 27, pp. 871-879, Teaching and teacher education, Oxford, England, C1

journal

Socio-scientific issues, sustainability and science education

R Tytler

(2011), Vol. 42, pp. 155-163, Research in science education, Dordrecht, Netherlands, C1

journal

Schools and teachers supporting student open investigations

D Symington, R Tytler

(2011), Vol. 57, pp. 8-12, Teaching science, Deakin West, A. C. T., C1

journal

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

A framework for considering cross-cultural exchanges as a way to develop reasoning about environmental socio-scientific issues

O Morin, L Simonneaux, R Tytler, J Simonneaux

(2011), pp. 88-94, ESERA 2011 : Ebook Proceedings Of The ESERA 2011 Conference : Science learning and Citizenship, Lyon, France, E1

conference

Multi-theoretic approaches to understanding the science classroom

D Clarke, L Xu, J Arnold, L Seah, C Hart, R Tytler, V Prain

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

conference
2010

A framework for re-thinking learning in science from recent cognitive science perspectives

R Tytler, V Prain

(2010), Vol. 32, pp. 2055-2078, International journal of science education, Abingdon, England, C1

journal

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

Stories of reform in science education : commentary on opp(reg)ressive policies and tempered radicals

R Tytler

(2010), Vol. 5, pp. 967-976, Cultural studies of 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

Multiple representation in learning about evaporation

V Prain, R Tytler, S Peterson

(2009), Vol. 31, pp. 787-808, International journal of science education, Taylor & Francis, C1

journal

School innovation in science: improving science teaching and learning in Australian schools

R Tytler

(2009), Vol. 31, pp. 1777-1809, International journal of science education, Taylor & Francis, C1

journal

Educating the whole child through science: a portrait of an exemplary primary science teacher

R Tytler, J Cripps Clark, L Darby

(2009), Vol. 55, pp. 23-27, Teaching science, Deakin, A.C.T., C1

journal

Assuming responsibility : teachers taking charge of their professional development

R Tytler, D Symington, C Malcolm, V Kirkwood

(2009), Vol. 55, pp. 9-15, Teaching science, Deakin, A.C.T., C1

journal

Longitudinal studies into science learning - methodological issues

R Tytler

(2009), pp. 83-106, Quality research in literacy and science education : international perspectives and gold standards, Dordrecht, Netherlands, B1

chapter

Focusing on the science teacher

R Tytler, L Darby

(2009), pp. 273-284, World of science education : handbook of research in Australasia, Rotterdam, Netherlands, B1

chapter

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
2008

Insights into student learning in science: the contribution of longitudinal studies

G Hellden, R Tytler

(2008), pp. 19-30, Promoting successful science education - the worth of science education research, Herzogenrath, Germany, B1

chapter

Engaging students in authentic science through school - community links : learning from the rural experience

R Tytler, D Symington, V Kirkwood, C Malcolm

(2008), Vol. 54, pp. 13-18, Teaching science, Deakin, A.C.T., C1

journal
2007

Re-imagining science education : engaging students in science for Australia's future

R Tytler

(2007), Camberwell, Vic., A1

book

Views of student learning

C Campbell, R Tytler

(2007), pp. 23-42, Art of teaching primary science, Crows Nest, N.S.W., B1

chapter

Representation and learning about evaporation

R Tytler, V Prain

(2007), pp. 237-248, Contributions from science education research, Dordrecht, The Netherlands, B1

chapter

School innovation in science : a model for supporting school and teacher development

R Tytler

(2007), Vol. 37, pp. 189-216, Research in science education, Amsterdam, The Netherlands, C1

journal

Representational issues in students learning about evaporation

R Tytler, V Prain, S Peterson

(2007), Vol. 37, pp. 313-331, Research in science education, Dordrecht, The Netherlands, C1

journal

Re-imagining science education : engaging students in science for Australia

R Tytler

(2007), Vol. 53, pp. 14-17, Teaching Science - the journal of the Australian Science Teachers Association, Canberra, A.C.T., C1

journal

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

Continuous professional learning through school based strategic planning

R Tytler

(2007), Vol. 30, pp. 1-22, Journal of science and mathematics education in Southeast Asia, Penang, Malaysia, 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

Fun or profit : primary students' perceptions of mathematics and science

S Groves, B Doig, R Tytler

(2007), pp. 126-133, International Symposium Elementry Mathematics Teaching, Proceedings : Approaches to teaching mathematics at the elementry level, Prague, The Czech Republic, 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

Picturing evaporation : learning science literacy through a particle representation

R Tytler, S Peterson, V Prain

(2006), Vol. 52, pp. 12-17, Teaching Science : the journal of the Australian Science Teachers Association, Deakin, A.C.T., C1

journal

Science in school and society

R Tytler, D Symington

(2006), Vol. 52, pp. 10-15, Teaching science : the journal of the Australian Science Teachers Association, Canberra, ACT, C1

journal

Boosting science learning - what will it take?

R Tytler, D Symington

(2006), pp. 40-41, ACER 2006 : Boosting science learning : what will it take? : conference proceedings, Yarralumla, A.C.T., E1-1

conference

Redesigning science teacher education to reflect the nature of contemporary science

R Tytler, D Symington

(2006), pp. 1-12, NARST 2006 : National Association for Research in Science Teaching Annual International Conference 2006, San Francisco, California, E1-1

conference
2005

School innovation in science : change, culture, complexity

R Tytler

(2005), pp. 89-105, Research and the quality of science education, Dordrecht, The Netherlands, B1

chapter

A longitudinal study of children`s developing knowledge and reasoning in science

R Tytler, S Peterson

(2005), Vol. 35, pp. 63-98, Research in science education, Berlin, Germany, C1

journal

Primary and secondary mathematics practice: how different is it?

B Doig, S Groves, R Tytler, A Gough

(2005), pp. 305-312, MERGA 28 building connections: research, theory and practice. Proceedings of the annual conference, Melbourne, Vic., E1

conference

Continuous professional learning through school based strategic planning

R Tytler

(2005), CoSMEd 2005 : International Conference on Science and Mathematics Education : Bridging the theory-practice gap in science and mathematics education: the challenge to change, Penang, Malaysia, E1-1

conference
2004

Constructivist views of teaching and learning

R Tytler

(2004), pp. 18-33, Art of teaching science, Crows Nest, N.S.W., B1

chapter

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

Community leaders' views of the purposes of science in the compulsory years of schooling

D Symington, R Tytler

(2004), Vol. 26, pp. 1403-1418, International journal of science education, Abingdon, England, C1

journal

From 'try it and see' to strategic exploration: characterizing young children's scientific reasoning

R Tytler, S Peterson

(2004), Vol. 41, pp. 94-118, Journal of research in science teaching, Hoboken, N.J., C1

journal

Young children learning about evaporation: a longitudinal perspective

R Tytler, S Peterson

(2004), Vol. 4, pp. 111-126, Canadian journal of science, mathematics and technology information, Philadelphia, PA, C1

journal

Windows into practice: constructing effective science teaching and learning in a school change initiative

R Tytler, B Waldrip, M Griffiths

(2004), Vol. 26, pp. 171-194, International journal of science education, Abingdon, England, C1

journal
2003

The nature of growth in children`s science understandings: insights from a longitudinal study

R Tytler, S Peterson

(2003), pp. 191-199, Science education research in the knowledge-based society, Dordrecht, Netherlands, B1

chapter

Spending time on primary science in integrated units

R Tytler, M Griffiths

(2003), Vol. 19, pp. 12-16, Investigating : Australian primary science journal, Magill, South Australia, C1

journal

School innovation in science: transformative initiatives in Victorian secondary schools

R Tytler, S Nakos

(2003), Vol. 49, pp. 18-26, Australian science teachers journal, Melbourne, Vic., C1

journal

Tracing young children's scientific reasoning

R Tytler, S Peterson

(2003), Vol. 33, pp. 433-465, Research in science education, The Netherlands, C1

journal

A window for a purpose: developing a framework for describing effective science teaching and learning

R Tytler

(2003), Vol. 33, pp. 273-298, Research in science education, The Netherlands, C1

journal

What would they know about school science?

D Symington, R Tytler

(2003), Vol. 49, pp. 22-27, Australian science teacher's journal, Melbourne, Vic., C1

journal

School innovation in science: focusing on leadership in the school change process

R Tytler, H Conley

(2003), pp. 1-16, Teachers as leaders: teacher education for a global profession: ICET 2003 International yearbook on teacher education, 48th world assembly, Monash University, Melbourne, Australia, E1

conference

Quality development projects in science education

M Beeth, R Duit, M Prenzel, C Ostermeier, R Tytler, P Wickman

(2003), pp. 447-457, Science education research in the knowledge-based society, Dordrecht, Netherlands, B1

chapter

Technology education, science and science education : exploring the relationship

B Jane, R Tytler

(2003), pp. 97-111, Initiatives in Technology Education: Comparative Perspectives: Proceedings of the American-Australian Technology Education Forum, Gold Coast, Queensland, E1-1

conference

School innovation in science : change, culture, complexity

R Tytler

(2003), pp. 1-5, ESERA 2003 : Proceedings of the 2003 European Science Education Research Association conference, Noordwijkerhout, The Netherlands, E1-1

conference
2002

Improving primary science: schools experience of change

R Tytler, B Waldrip

(2002), Vol. 18, pp. 23-26, Investigating : Australian primary science journal, Magill, South Australia, C1

journal

Talking to effective teachers of primary science

R Tytler, B Waldrip, M Griffiths

(2002), Vol. 18, pp. 11-15, Investigating : Australian primary science journal, Magill, South Australia, C1

journal

Teaching for understanding in science: constructivist / conceptual change teaching approaches

R Tytler

(2002), Vol. 48, pp. 30-35, Australian science teachers journal, Melbourne, Vic., C1

journal

School innovation in science (SIS): focusing on teaching

R Tytler

(2002), Vol. 18, pp. 8-11, Investigating : Australian primary science journal, Magill, S.Aust., C1

journal

Teaching for understanding in science: student conceptions research and changing views of learning

R Tytler

(2002), Vol. 48, pp. 14-21, Australian science teachers journal, Melbourne, Vic., C1

journal
2001

Public participation in an environmental dispute: implications for science education

R Tytler, S Duggan, R Gott

(2001), Vol. 10, pp. 343-364, Public understanding of science, Bristol, England, C1

journal

Dimensions of evidence, the public understanding of science and science education

R Tytler, S Duggan, R Gott

(2001), Vol. 23, pp. 815-832, International journal of science education, London, England, C1

journal

Describing and supporting effective science teaching and learning in Australian schools - validation issues

R Tytler

(2001), Vol. 2, pp. 1-22, Asia-Pacific forum on science learning and teaching, Hong Kong, C1

journal

Effective science teaching and a strategy for its implementation

R Tytler, B Sharpley, S Tsiastias

(2001), pp. 1-15, CONASTA 50: enriching science education - a golden opportunity proceedings, Sydney, N.S.W., E1

conference

Young children's growing understandings of evaporation: insights from a longitudinal study

S Peterson, R Tytler

(2001), pp. 191-200, ESERA 2001 : Proceedings of the third international conference on science education research in the knowledge based society, Thessaloniki, Greece, E1

conference

The science in schools research project - improving science teaching and learning in Australian schools

R Tytler, B Sharpley, S Tsiastias

(2001), pp. 204-206, Proceedings of the third International Conference on Science Education Research in the Knowledge-Based Society : Volume 1, Thessaloniki, Greece, E1

conference

Children and terraira

S Peterson, R Tytler

(2001), Vol. 17, pp. 28-33, Investigating : Australian primary science journal, Magill, S. Aust, C1

journal

Researching effective teaching and learning in science : The science in schools research project

A Gough, R Tytler

(2001), AARE 2001 : Crossing borders : New frontiers in educational research : Australian Association for Research in Education conference proceedings, Fremantle, W.A., E1-1

conference
2000

A comparison of year 1 and year 6 students' conceptions of evaporation and condensation: dimensions of conceptual progression

R Tytler

(2000), Vol. 22, pp. 447-467, International journal of science education, Abingdon, Eng., C1-1

journal

Deconstructing learning in science -young children's responses to a classroom sequence on evaporation

R Tytler, S Peterson

(2000), Vol. 30, pp. 339-355, Research in science education, Dordrecht, Netherlands, C1-1

journal
1999

Progression in primary school children's conceptions of burning: toward an understanding of the concept of substance

S Rahayu, R Tytler

(1999), Vol. 29, pp. 295-312, Research in science education, Dordrecht, The Netherlands, C1-1

journal
1998

Children's conceptions of air pressure: exploring the nature of conceptual change

R Tytler

(1998), Vol. 20, pp. 929-958, International journal of science education, Abingdon, Eng., C1-1

journal

The nature of students' informal science conceptions

R Tytler

(1998), Vol. 20, pp. 901-927, International journal of science education, Abingdon, Eng., C1-1

journal
1994

Consistency of children's use of science conceptions: problems with the notion of "conceptual change"

R Tytler

(1994), Vol. 24, pp. 338-347, Research in science education, Dordrecht, The Netherlands, C1-1

journal
1993

Developmental aspects of primary school children's construction of explanations of air pressure: the nature of conceptual change

R Tytler

(1993), Vol. 23, pp. 308-316, Research in science education, Dordrecht, The Netherlands, C1-1

journal

Funded Projects at Deakin

Australian Competitive Grants

Improving middle years mathematics and science: The role of subject cultures in school and teacher change.

Prof Russell Tytler, A/Prof Susie Groves, Prof Annette Gough

ARC Linkage - Projects Rnd 2 APAI

  • 2006: $49,294

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

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

The Science of Learning Research Centre

Prof Ottmar Lipp, Prof Russell Tytler

ARC Special Research Initiatives

  • 2016: $130,000
  • 2015: $130,000
  • 2014: $180,000

Reconceptualising mathematics and science teacher education programs through collaborative partnerships between scientists and educators - RemSTEP

Prof Stephen Dinham, A/Prof David Clarke, A/Prof Michelle Livett, A/Prof Deborah Corrigan, A/Prof Cristina Varsavsky, Prof Russell Tytler, A/Prof Stuart Palmer, Prof Vaughan Prain, A/Prof Elizabeth Johnson

OLT Innovation and Development Grants - Office for Learning and Teaching

  • 2016: $161,918
  • 2015: $176,850
  • 2014: $191,223

Out-of-field Teaching: Sustaining Quality Practices Across Subjects

Dr Linda Hobbs, Dr Whannell Robert, Prof Russell Tytler, A/Prof Colleen Vale, Dr Frances Quinn, Dr Coral Campbell, Dr Terry Lyons

ARC - Discovery Projects

  • 2017: $47,648
  • 2016: $39,278
  • 2015: $43,250

Improving Regional Low SES Students Learning and Wellbeing

Prof Vaughan Prain, Prof Russell Tytler, Dr Craig Deed, Prof Noel Meyers, A/Prof Damian Blake, Dr Tracey Muir, Ms Cathleen Farrelly, Dr Amanda Mooney, Mr Damon Thomas, A/Prof Karen Swabey

ARC Linkage - Projects

  • 2017: $49,957
  • 2016: $39,408

Multiliteracies for addressing disadvantage in senior school science

Prof Len Unsworth, Prof Russell Tytler, Kay O'Halloran, Sally Humphrey, Kristina Love, Anne Lynzaat, Sarah Moss-Holland, Emmaleen Oakley, Robert Dullard

ARC Linkage - Projects

  • 2017: $17,253

Other Public Sector Funding

Improving middle years mathematics and science: The role of subject cultures in school and teacher change.

Prof Russell Tytler, A/Prof Susie Groves, Prof Annette Gough

  • 2008: $9,131
  • 2006: $14,609

Identification and dissemination of exemplary ASISTM Project Practices

Prof Russell Tytler, Mr Craig Smith

  • 2007: $42,982
  • 2006: $11,318

Supports and barriers to Science, Technology, Engineering and Mathematics (STEM) engagement in Primary-Secondary transition

Prof Russell Tytler, Prof Jonathan Osborne, Dr Helen Forgasz, Dr Gaye Williams

  • 2008: $75,858

Victorian SiMERR Hub

Prof Russell Tytler, A/Prof Judith Mousley, Dr Heather Mays

  • 2007: $40,000
  • 2006: $48,000

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

A short cycle model for school improvement in Barwon South Network

Dr Shaun Rawolle, Prof Russell Tytler, Dr Coral Campbell, A/Prof Louise Paatsch, Dr Muriel Wells

  • 2012: $69,600
  • 2011: $46,400

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

Improving Regional Low SES Students Learning and Wellbeing

Prof Vaughan Prain, Prof Russell Tytler, Dr Craig Deed, Prof Noel Meyers, A/Prof Damian Blake, Dr Tracey Muir, Ms Cathleen Farrelly, Dr Amanda Mooney, Mr Damon Thomas, A/Prof Karen Swabey

  • 2017: $5,000

Assessment of impact and value: Scientists and Mathematicians in Schools Program

Prof Russell Tytler, Dr Coral Campbell, Dr Gail Chittleborough, Dr Gaye Williams, Dr Peta White, Prof David Symington, Mr Garrett Upstill

  • 2015: $99,710

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

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

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

Improving Regional Low SES Students Learning and Wellbeing

Prof Vaughan Prain, Prof Russell Tytler, Dr Craig Deed, Prof Noel Meyers, A/Prof Damian Blake, Dr Tracey Muir, Ms Cathleen Farrelly, Dr Amanda Mooney, Mr Damon Thomas, A/Prof Karen Swabey

  • 2016: $1,000

Women in Engineering -literature review

Prof Russell Tytler, A/Prof Stuart Palmer, Dr Mahbub Sarkar

  • 2014: $19,800

Wenona School: STEM research

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

  • 2016: $60,180
  • 2015: $35,670

The Invergowrie Foundation STEM Report

Prof Russell Tytler, Dr Linda Hobbs, Prof Vaughan Prain, Dr Christine Redman, Prof Jan Van Driel, Dr Victoria Millar

  • 2017: $35,800

Other Funding Sources

Exploring socio-scientific issues through digital technology: the impact of context and culture

Prof Russell Tytler, Dr Laura Barraza

  • 2012: $4,500

STEM Teacher Enrichment Academy 2015-2016 Evaluation Project

Prof Russell Tytler, Dr Gaye Williams

  • 2016: $24,000

Supervisions

Principal Supervisor
2017

Joseph Ferguson

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

Doctor of Philosophy (Education), School of Education

2015

Zuraini Ramli

Thesis entitled: Teaching and learning mathematics and science in a second or third language

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

2013

Leissa Kelly

Thesis entitled: Marine Educators: Linking Personal Commitment, Education and Public Policy

Doctor of Philosophy (Education), School of Education

2012

Brian Doig

Thesis entitled: Reporting Large-scale Assessment on a Single Formative-Summative Scale

Doctor of Philosophy (Education), School of Education

2011

Paul Pivec

Thesis entitled: An Assessment of Game Based Learning

Doctor of Philosophy (Education), School of Education

2008

Iris Yi-shin Liou

Thesis entitled: English as an International Language and Teacher Professional Identity

Doctor of Philosophy (Education), School of Education

2007

Rosemary Hipkins

Thesis entitled: Ontological Possibilities for Rethinking Teaching of the ¿Nature of Science¿

Doctor of Philosophy (Education), School of Education

2002

Yvonne Zeegers

Thesis entitled: Teacher Praxis in the Genration of Students' Questions in Primary Science

Doctor of Philosophy (Education), School of Education

2001

Waraporn Suwanakam

Thesis entitled: Using CAI to Teach Chemistry in Secondary Schools in Thailand

Doctor of Education, School of Education

Associate Supervisor
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

Vincent Wardlaw Brown

Thesis entitled: Data Use in Monitoring Student Performance in a Secondary School

Doctor of Philosophy (Education), School of Education

Christine Ioannou

Thesis entitled: Multi-Dimensional Assessment of Student Capabilities in Mathematics and Science

Doctor of Philosophy (Education), School of Education

2012

Marilyn Cole

Thesis entitled: Understanding Children's Environmental Lifeworlds through Visual and Conversational Narrative

Doctor of Philosophy (Education), School of Education

2011

Carolina Castano

Thesis entitled: The Role of Science Education in Reducing Violence Towards Others

Doctor of Philosophy (Education), School of Education

2010

Li-Yi Wang

Thesis entitled: Native English Speaking Teachers and Taiwanese English Teachers' Professional Identity

Doctor of Philosophy (Education), School of Education

2008

Bopelo Boitshwarelo

Thesis entitled: Exploring Online Communities of Practice for Biology Teachers in Botswana

Doctor of Philosophy (Education), School of Education

2007

John Cripps Clark

Thesis entitled: The Role of Practical Activities in Primary School Science

Doctor of Philosophy (Education), School of Education

2004

Joyce Dale

Thesis entitled: Calculators, Mathematics and Young Children

Doctor of Philosophy (Education), School of Education

2002

Kathryn Paige

Thesis entitled: Thinking and Working Scientifically and Technologically in Primary Classrooms

Doctor of Philosophy (Education), School of Education

Maryanne Fenech-Gatt

Thesis entitled: Transition of Understandings in Science and SOSE : A Case Study

Master of Arts (Education), School of Education