Staff profile - Gail Chittleborough
Dr Gail Chittleborough
|Position:||Senior Lecturer |
|Faculty or Division:||Faculty of Arts & Education|
|Department:||School of Education|
|Campus:||Melbourne Burwood Campus|
|Phone:||+61 3 92443830 +61 3 92443830|
Gail Chittleborough is a Senior Lecturer in Science Education at Deakin University. She manages a compulsory teaching program in Science Education in the Bachelor of Education degree course. Gail’s major research focus has been in modelling, the use of representations and the use of digital resources in learning science and in particular chemistry. Gail has been involved in two Australian Research Council Discovery grants. The projects have involved working closely with teachers in schools, and one involved collaborations with colleagues in Taiwan and Germany. In both projects video capture has been used to explore teaching practices. She is also involved in an Office for Learning and Teaching (OLT) project (School-based pedagogies and partnerships in primary science teacher education) that is investigating the school-based science education programs for pre-service teachers. Gail is part of the Deakin University Science Education team who wrote and delivered two highly successful DEECD funded professional development programs that focus on building teachers capacity in teaching science: The Primary Science Specialist Professional Learning Program (2011-2013, 2014-2015), and the Switched on Secondary Science Professional Learning Program (2010 – 2012). In this way, the results of educational research have been disseminated to pre-service teachers and teachers. Gail has been involved in several evaluation studies including the BHP Billiton Science Teacher Awards, in 2012 and National Sample Assessment in Science Literacy (NAP-SL) 2012 that was administered to International Baccalaureate schools in Australia in 2013. Gail has over 25 refereed journal articles and book chapters.
- Bachelor of Arts, Macquarie University, 1979
- Graduate Diploma in Computer Education, University of Melbourne, 1998
- Doctor of Philosophy, Curtin University, 2004
- Teachers Certificate, Education Department of NSW, 1980
- Graduate Certificate of Higher Education, Deakin University, 2007
Teaching and Research Co-ordinator for the Science, Technology and Environmental Education discipline group
Academic Progress and Discipline Committee member
Editorial Board of reviewers for International Journal of Science Education (IJSE) (since 24/9/01)
Reviewer for Science SIG AERA conference, RISE, IJSME, CERAPIE.
Professional Development Programs
Primary Mathematics and Science Specialists 2013 -2014, for DEECD
Primary Mathematics and Science Specialists 2011-13 Professional Learning Program for DEECD
Switched on Secondary Science Professional Learning Programs, 2010--12 for DEECD
Science Literacy in the International Baccalaureate Primary Years Programme (PYP): NAP-SL Outcomes . (2014) prepared by Associate Professor Coral Campbell, Dr. Gail Chittleborough, Dr. Wendy Jobling, Professor Russell Tytler & Dr. Brian Doig School of Education, Deakin University.
Science, Technology and Environmental Education Discipline Teaching Group
- Partnerships with schools- school-based teaching
- The role of Inquiry in teaching science
- The role of representations in teaching science and chemistry
- The role of models in tecahing science and chemistry
- The role of ICT in pedgaogy
Conferences and seminars
Details of current research and recent publications can be accessed
Benchmarking Education for Sustainability at Deakin University 2014. Dr Jo Lang and Dr Gail Chittleborough. Seeding Grant 2014 Centre for Research in Educational Futures and Innovation, Deakin University, Seeding Grant 2014
OLT Office of Learning and Teaching 2013-2014 School-based pedagogies and partnerships in primary science teacher education. Dr Linda Hobbs (CI), Dr Sandra Herbert, Assoc Prof Coral Campbell, Dr John Kenny, Dr Christine Redman, Dr Jeff King, Dr Melitta Jones and Dr Gail Chittleborough. The collaboration involves a sharing of practice in schol-based teaching of science to pre-service teachers by experienced teacher educators from five universities: Deakin University, RMIT University, Australian Catholic University, University of Melbourne, and University of Tasmania
ARC Discovery Grant 2012-2014 Enhancing the Quality of Science Learning through a Representation-intensive Pedagogy Principal Researcher: Professor Russell Tytler (Deakin University) Associate Researcher(s): Professor Prain Vaughan (La Trobe University),Associate Professor Garry Hoban (University of Wollongong), Professor Peter Aubusson (University of Technology, Sydney), Dr Peter Hubber (Deakin University), and Dr Gail Chittleborough (Deakin University
ARC Discovery Grant 2011-2013 Exploring quality primary education in different cultures: a cross-national study of teaching and learning in primary science classrooms Team: Prof Russell Tytler, Prof Mark W Hackling, Dr Peter J Hubber, Dr Gail D Chittleborough, Dr Karen J Murcia, Prof Dr Joerg Ramseger, Prof Hsiao-Lan S Chen, Prof Chao-Ti J Hsiung
Small Teaching and Learning Grant - 2010 Faculty of Arts and Education An exploration of the use of new video technologies in school partnership settings, to enhance science teacher education practices
Small Teaching and Learning Grant - 2009 Faculty of Arts and Education Partnerships with schools to provide rich professional learning experiences for Pre-service Science Teachers: A pilot study examining alternative practicum models
AISV- ICT Integration Research Proposal 2007-2008 AISV Using ICT to Support Literacy and Numeracy in Rural Schools 2006 SiMERR - Science Challenge
Models and modelling in science education
ICT in science education
The role of chemical representations in learning chemistry
Pre-service teacher education
STEME Research Group The STEME Research Group includes staff and associates of Deakin University, Victoria, Australia, who are interested in improving the teaching and learning of Science, Technology, Environmental and Mathematics Education through research into innovative educational practices.
CREFI The centre for Research in Educational Futures and Innovation
Science, mathematics, environmental and health education for sustainable communities http://www.deakin.edu.au/arts-ed/efi/programs/smehesc.php
Chittleborough, G. (2014). Pre-service teachers' experiences with integrating technology into their learning and teaching. Journal of Science Teacher Education. 25, 4, pp. 373-393
Chittleborough, G. (2014). The development of theoretical frameworks for understanding the learning of chemistry, in Learning with Understanding in the chemistry classroom, Springer, Dordrecht, Netherlands, pp. 25-40.
Campbell, C. & Chittleborough, G. (2014). The “New” science specialists: Promoting and improving the teaching of science in primary schools. Teaching Science, 60, 1, pp. 20-30.
Gail Chittleborough and Peter Hubber 2013, Material world: Learning and teaching chemistry in Learning and Teaching Primary Science, Angela Fitzgerald, (Ed). Cambridge University Press.
Chittleborough, Gail 2012, Using models in teaching and learning science, in Successful science education practices : exploring what, why and how they worked, Nova Science Publishers, Hauppauge, N. Y., pp.183-202
Chittleborough, Gail and Campbell, Coral 2012, BHP Billiton science teacher awards, Teaching science, vol. 58, no. 4, pp. 51-55.
Hubber, Peter, Tytler, Russell, Chittleborough, Gail, Campbell, Coral, Jobling, Wendy, Barraza, Laura, Herbert, Sandra, Cripps Clarke, John, Chandler, Paul and Plant, Barry 2012, Evaluation of delivery of the switched on secondary science professional learning (SOSSPL) program (2011-12), Department of Education and Early Childhood Development, Melbourne, Vic..
Campbell, Coral, Chittleborough, Gail, Hubber, Peter, Tytler, Russell, Jobling, Wendy, Cripps-Clarke, John, Barraza, Laura and Herbert, Sandra 2012, Primary science specialist learning program – report of delivery, Department of Education and Early Childhood Development, Vic., Melbourne, Vic..
Hubber, Peter and Chittleborough, Gail 2012, Empowering teachers through a professional learning program that focused on a representation intensive pedagogical approach, in NARST 2012 : Re-Imagining Research in 21st Century Science Education for a Diverse Global Community : Proceedings of the National Assocation of Research in Science Teaching annual international confence, NARST, [Indianapolis, Ind.].