Staff profile - Linda Hobbs
Dr Linda Hobbs
|Position:||Senior Lecturer in Science Education |
|Faculty or Division:||Faculty of Arts & Education|
|Department:||School of Education|
|Campus:||ic3.312, Geelong Waurn Ponds Campus|
|Phone:||+61 3 52272661 +61 3 52272661|
- Master of Education, University of Ballarat, 2002
- Doctor of Philosophy, Deakin University, 2009
- GCHE Exempt, Deakin University, 2014
Co-organiser "Teaching Across Specialisations" (TAS) Collective https://www.uni-due.de/TAS/
Primary Science Education
Subjects and units currently teaching
Lecturer for EES101 Communicating Science
Lecturer for EES345 Primary Science Education I
Lecturer for EES340 Primary Science Education II
Conferences and seminars
AARE AERA ASERA ESERA EARLI BERA ATEE NARST ECER
2010 Teacher Identity In and Across Subjects (TIIAS) (Research into the identity and support needs of out-of-field teachers)
2012 Discipline-related commitments and identities of out-of-field early career teachers. CIs: Linda Hobbs, Coral Campbell, Sandra Herbert. Mentor: Chris Hickey. Funded by CREFI. Developing and trialling a survey for pre-service and in-service teachers exploring the adaptability of teachers when faced with the reality of teaching out-of-field.
2012 National Partnership (Teacher Quality, Supply and Retention) Initiatives (TQNP). Funded by DEECD.
2012-2014 School-based pedagogies and partnerships in primary science teacher edcuation: Science Teacher Education Partnerships in Science (STEPS). PIs: Linda Hobbs (Lead), Coral Campbell, Gail Chittleborough, Sandra Herbert. Funded by Office for Learning and Teaching. In association with Jeff Kind (RMIT), Christine Redman (University of Melbourne), John Kenny (University of Tasmania), Mellita Jones (ACU).
2013-2014 Teaching Out-of-field: Preparing Adaptable Teachers. CIs: Linda Hobbs (Lead), Coral Campbell. Funded by Deakin's Central Research Grants.
2014 Government policy, perspectives and funding initiatives regarding out-of-field teaching across Australia. Funded by CREFI, Deakin. Linda Hobbs (Lead), Colleen Vale, Brian Doig.
2014-2015. Judging Accuracy and Reliablity of online sources. Internal funding. John Cripps Clarke (Lead), Christine Oughtred, Linda Hobbs, Leissa Kelly, Chris Rawson.
2015-2017 The Successful Students – STEM Project (Skilling the Bay). Funded by DET in association with The Gordon, Geelong. Linda Hobbs, John Cripps Clark, Christine Ure.
2015-2017 Out-of-field teaching: Sustaining quality practices across subject boundaries. Teaching Across Subject Boundaries (TASB). Funded by ARC Discovery Project. Linda Hobbs, Robert Whannell, Russell Tytler, Colleen Vale, Francis Quinn, Coral Campbell, Terry Lyons
Qualitative research methodologies
Secondary science teaching and learning
Aesthetic dimensions of teaching
Subject cultures and disciplinary boudaries
Teacher motivations and passions
Professional Development and Teacher support
Out-of-field teaching: Sustaining quality practices across subject boundaries (Teaching Across Specialisations, TASB) 2015-2017 ARC Discovery Project (DP150102089) Partners: University of New England, Queensland University of Technology $226,900
The Successful Students – STEM Project, “Skilling The Bay” 2015-2017 DEECD and The Gordon $570,000
Government policy, perspectives and funding initiatives regarding out-of-field teaching across Australia 2014-2015 CREFI funded project $13,417
School-based pedagogies and partnerships in primary science teacher education Science teacher education 2013-2015 OLT Project (ID12-2412) Partners: Australian Catholic University, RMIT University, The University of Melbourne, University of Tasmania Funding: Office for Learning Teaching Grant $206,000
Teaching out-of-field: Preparing adaptable teachers (TOPAT) 2013, Deakin Central Research Grant Project, Deakin University Funding: 2013 $22,000
Science, Technology and Envirinment Educaiotn (STEE) Teaching and Research Group
Hobbs, L. (2013). Teaching 'out-of-field' as a boundary-crossing event: Factors shaping teacher identity. International Journal of Science and Mathematics Education, 11(2), 271-297.
Darby-Hobbs, L. (2013). Responding to a relevance imperative in school science and mathematics: Humanising the curriculum through story. Research in Science Education, 43(1), 77-97.
Hobbs, L. & Davis, R. (2013), Establishing connection through narrative in Mathematics, Science & Technology. Research in Science Education, 43(3), 1289-1305.
Hobbs, L. (2012). Examining the aesthetic dimensions of teaching: Relationships between teacher knowledge, identity and passion. Teaching and Teacher Education, 28, 718-727.
Hobbs, L. (2012). Teaching out-of-field: Factors shaping identities of secondary science and mathematics. Teaching Science, 58(1), 32-40.
Tytler, R., & Hobbs, L. (2011). The Australian Science Curriculum. Primary and Middle Years Educator, 9(2), 3-10.
Tytler, R., Symington, D., Darby, L., Malcolm, C., & Kirkwood, V. (2011). Discourse Communities: A model for considering professional development for teachers of science and mathematics. Teaching and Teacher Education, 27(5), 871-879.
Hubber, P., Darby, L., & Tytler, R. (2010). Student outcomes from engaging in open science investigations. Teaching Science, 56(4), 8-12.
Tytler, R., Cripps-Clarke, J., & Darby, L. (2009). Educating the whole child through science: A portrait of an exemplary primary science teacher. Teaching Science, 55(3), 23-27.
Darby, L (2009). Translating a “relevance imperative” into junior secondary mathematics and science. Eurasia Journal of Mathematics Science and Technology Education, 5(3), 277-288.
Darby, L. (2008). Making mathematics and science relevant through story. Australian Mathematics Teacher, 64(1), 6-11.
Darby, L. (2007). Experiencing relevant mathematics and science through story. Teaching Science, 53(3), 37-40.
Rodrigues, S., Tytler, R., Darby, L., Hubber, P., Symington, D., & Edwards, J. (2007). The usefulness of a science degree: The "lost voices" of science trained professionals. International Journal of Science Education, 29(11), 1411-1433.
Darby, L. (2005). Science students' perceptions of engaging pedagogy. Research in Science Education, 35, 425-445.
Hobbs, L. (2013). Boundary crossings of out-of-field teachers: Locating learning possibilities amid disruption. In, Janice Langan-Fox & Cary L. Cooper (Eds.), Boundary-Spanning in Organizations: Network, Influence, and Conflict (pp. 7-28). New York: Routledge.
Tytler, R., Darby, L., & Peterson, S. (2011). Movement and Force. In K. Skamp (Ed.), Teaching Primary Science constructively (4th Edn), p. 99-142. South Melbourne: Cengage. ISBN 9780170191746
Tytler, R., & Darby, L. (2009). Focusing on the science teacher. In S.M. Ritchie (ed). The world of science education: Handbook of research in Australasia (pp. 249-271). Rotterdam, The Netherlands: Sense Publishers.
Darby, L. (2008). Negotiating mathematics and science school subject boundaries: The role of aesthetic understanding. In M. V. Thomase (Ed.), Science in Focus (pp. 225-251). Hauppauge, NY: Nova Science Publishers.