Staff profile - Linda Hobbs

Staff image

Dr Linda Hobbs

Position: Senior Lecturer in Science Education
role description
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
Email: l.hobbs@deakin.edu.au

Biography

Qualifications

  • Master of Education, University of Ballarat, 2002
  • Doctor of Philosophy, Deakin University, 2009
  • GCHE Exempt, Deakin University, 2014


Affiliations

AARE
AERA
ASERA
BERA


Academic

Teaching Interests

Primary Science Education

Science Communication


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

Research

Research projects

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.

2013 School-based pedagogies and partnerships in primary science teacher edcuation: Science Teacher Education Partnerships in Science (STEPS). PIs: Linda Hobbs, 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 Teaching Out-of-field: Preparing Adaptable Teachers. CIs: Linda Hobbs, Coral Campbell.  Funded by Deakin's Central Research Grants.


Research interests

Science Education
Mathematics Education
Qualitative research methodologies
Secondary science teaching and learning
Teaching out-of-field
Aesthetic dimensions of teaching
Narrative pedagogies
Subject cultures and disciplinary boudaries
Teacher knowledge
Teacher identity
Teacher motivations and passions
Boundary crossings
Constructivist methodologies
Professional Development and Teacher support
Rural spaces


Research grants

CURRENT GRANTS: 

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

 


Research groups

Science, Technology and Envirinment Educaiotn (STEE) Teaching and Research Group


Research page

http://www.deakin.edu.au/research/admin/pubs/reports/database/dynamic/output/person/person.php?person_code=darbyli


Publications

Publications

Selected publications:

Journal articles

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.

Book chapters

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.


Page custodian: eSolutions - Digital Presence
Last updated:

Back to top