A/Prof. Coral Campbell

As an Associate Professor with the School of Education, Deakin University, Australia, Coral brings together experience in industry, school and tertiary education to inform her teaching and research. Focussed on practitioner learning and students’ understanding in science and STEM, Coral’s teaching and research reflects these interests. Current research involving several large nationally-funded projects relate to STEM, creativity, technology and science while teaching focusses on  Science/STEM, and technologies.

Awards

• 2017 AGECS  Australian Graduates of Early Childhood Studies – Fellowship grant for research EC STEM
• 2015 Teaching Science Journal Award – Most Significant Contribution
• 2013 Vice-chancellor’s Award for Outstanding Contribution to Partnerships

Invited presentations:

• Early Childhood STEM Symposium, University of Ottowa. June 2020. Limited invitation.
• International Dialogue on STEM (Early Years). Limited, invitation -only.    5-6 Nov 2019
• Early Childhood Outdoor Learning Network 2019 Conference (ECOLN) Research Presentation 26 April 2019
• Moreland City Council. EC STEM presentation (1 May, 2018)
• Helsinki University (2017) Early childhood STEM.
• Yarra City Council EC STEM presentation at (24 April 2017)
• EC science/STEM (2017-2018) - AGECS, Ballarat, Bendigo, Churchill, Melbourne, Geelong
• EC science/STEM (2017-2018)   - Moreland City Council, Yarra City Council
• ACER (2017) – Out of field teaching
• Waikato University (2016)– University-school partnerships

Coral's research interests include:

• Science Education
• STEM Education, including technologies and creativity
• Qualitative research methodologies
• Constructivist methodologies
• Educator Professional learning and  support

Australian Science Education Research Association (ASERA)
European Science Education Research Association (ESERA -SIG Coordinator EC Science)
Early Childhood Association (Australia) ECA
Association for Graduates of Early Childhood Studies (AGECS)

Association of Science Education (England)

Early childhood Science, STEM and Technology education
Primary Science, STEM and Technology Education
Secondary Science, and STEM Education

Current teaching units
ETM 701 - Knowledge, Learning and Learners in STEM 
ETM703 – Researching your practice as a STEM Educator and Leader
ECE220 – Science 1 – science and environmental awareness
ECE320 – Science 2_science and technology
ECE345 – Science and technology in the early years
ESS412 – Science Experiments you can eat

ECE763 - Science and environmental awareness

Key knowledge areas;

1. Science/STEM education,
2. Design technology education, 
3. Early childhood, Primary and secondary teaching,
4. Professional learning of teachers.
5. Qualitative research methodologies
6. Constructivist methodologies

Current Principal or co-supervision of PhD students

1. Intentionally teaching or planning for play: Examining educators’ perceptions and perspectives of early science pedagogy.
2. Non-residential Alternative Year 9 programs in Victorian schools
3. What is the impact of school-based science units?
4. A little green is good for the soul, but what about ‘STEM learning’ with the wonder of outdoor gardening spaces in early childhood curriculum and pedagogy?
 

Recent completions:

5. Conceptuatlising and exploring the potential of Critical co-design methodology to empower Indigenous young women to privilege knowledge and biocultural diversity, in Australia and Mexico (2020)

6. Creating a Green culture in TVET: A New Zealand Perspective (2018)

7. A whole-school approach to mentoring students: An Australian secondary school case study (2017)

Recent conference attendance

• Australasian Science Education Research Association Conference 2013-2018, annually
• European Science Education Research Association Conference 2015, 2017
• European Early Childhood Education Research Association Conference 2015, 2017
• European Conference Educational Research, 2017

Professional activities 

• 2020 AGECS Chair Fellowship Advisory Committee
• 2019-2020 AGECS Regional Representative for Western District of Victoria
• 2019 Deakin University Representaive for University of the Third Age
• 2017-2019 ASERA Board Representative for the development of an Australian bid for the 2020 ICASE conference
• 2017-2019 AGECS STEM Representative on ‘Parliamentary Friends of Early Childhood’
• 2017-2019 ESERA Special Interest Group  Coordinator - Early Childhood Science
• 2010-2015 Director on ASERA Board
• 2014  Member of Faculty Board
• 2013 Member of Deakin Executive
• 2012 - 2015 Member Teaching and Learning committee

Editorial Board for Journal of Emergent Science
Editorial Board for South East Asia Journal of Mathematics and Science educaiton.
Review editor for RISE, IJSE, CSSE

Channel 31  Science specialists in primary schools 2013

ABC Radio 31 May 2014 - Early childhood science

Tytler, R., Campbell, C., Symington, D., Williams, G. (2016) Partnering with Scientists boosts school students’ and teachers’ confidence in science.  The Conversation, April 27. 2016.
https://theconversation.com/partnering-with-scientists-boosts-school-students-and-teachers-confidence-in-science-58416

Science, Technology and Environment Education (STEE) Teaching and Research Group

Science, Technology, Engineering and Mathematics Education (STEME) stream, Research in Educational Innovation (REDI)

Teaching Across Specialisations (TAS) Collective  https://www.uni-due.de/TAS/

• 2017 AGECS  Australian Graduates of Early Childhood Studies – Fellowship grant for research EC STEM
• 2015 Teaching Science Journal Award – Most Significant Contribution

Campbell C & Chittleborough G (2014), The New Science Specialist                   promoting and improving the teaching of science in primary schools.                   Teaching Science, the Journal of the Australian Science Teachers                        Association. Vol 1 pp19-29 (B2)

• 2013 Vice-chancellor’s Award for Outstanding Contribution to Partnerships
• 2006 Faculty of Education Award for Coordination of the Grad Dip Education 
• 2004  Vice Chancellor's Award for Teaching Excellence 
• 2004   WJB Award for Excellence in Teaching 

Current and past projects

1. 2019-2023 Girls as Leaders in STEM (GALS) Invergowrie
2. 2019-2020  Invergowrie  ‘Girls’ Future-Our Future’ Update report
3. 2019-2020 Primary Connection Evaluation and STEM Connections 
4. 2018/2019 Girls as Leaders in STEM (GALS)
5. 2018 ARDOCH Youth Foundation – Early childhood STEM. Development of materials and evaluation of program
6. 2018  STEM and Entrepreneurship in Primary Schools SEPS Project. Dep of Industry, Innovation and Science
7. 2017-2018 DET PMSS Science Specialist 
8. 2016 DET STEM Catalyst Program: professional learning program.
9. 2015 CSIRO Evaluation of CSIRO SMiS program
10. 2015-2017  ARC-Out-of-field teaching: Sustaining quality practices across subject boundaries
11. 2014  CREFI - Sustainability of science teaching in primary schools relating to the Primary Science Specialist Learning Program
12. 2013-2014  OLT - Science Teacher Education Partnerships in Schools (STEPS)
13. 2013-2014  Primary Science Specialist Professional Learning Program research
14. 2013-2014 The International Baccalaureate Primary Years Programme (PYP) NAP-Science Literacy in Australia
15. 2013  CRG - TOPAT - Teaching Out-of-field: Preparing Adaptable Teachers

Publications 2019 (not in DRO)

1. Vale.,C., Campbell, C., Speldewinde, C &  (Accepted May, 2019) "Teaching Across Subject Boundaries in STEM: Continuities in beliefs about learning and teaching", International Journal of Science and Mathematics Education. Q1, JRS 0.74
2. Campbell, C., Porsch, R. & Hobbs, L. (2019) Initial Teacher Education: Roles and Possibilities for Preparing Capable Teachers. In L.Hobbs and G. Torner (2019) Examining the phenomenon of “Teaching Out-of-field”. International Perspectives on Teaching as a Non-specialist. Springer Nature Singapore Pte Ltd. 2019  ISBN 978-981-13-3365-1 ISBN 978-981-13-3366-8 (eBook) https://doi.org/10.1007/978-981-13-3366-8
3. Murcia, K., Campbell, C. & Aranda, G. (2018) Trends in Early Childhood Education Practice and Professional Learning with Digital Technologies. Pedagoika.  Vol 68 No 3 (2018): Education Futures for the Digital Age: Theory and Practice DOI: https://doi.org/10.14712/23362189.2018.858   Q3,SJR 0.19
4. Faulkner, F., Kenny, J., Campbell, C. & Crisan, C (2019)  Teacher Learning and Continuous Professional Development . In L.Hobbs and G. Torner (2019) Examining the phenomenon of “Teaching Out-of-field”. International Perspectives on Teaching as a Non-specialist. Springer Nature Singapore Pte Ltd. 2019  ISBN 978-981-13-3365-1 ISBN 978-981-13-3366-8 (eBook) https://doi.org/10.1007/978-981-13-3366-8

Publications 2018 (not in DRO)

1. Albion, P, Campbell, C.  & Jobling, W (2018) Technologies Education for the Primary Years. Cengage. Melbourne
2. Campbell, C., Jobling, W., & Howitt, C (2018)  Eds. Science in Early Childhood 3rd Edition. Cambridge University Press.
3. Campbell, C. & Speldewinde C. (2018) STEM in Early childhood – how does it matter? Everychild Magazine, June 2018
4. Campbell, C. & Speldewinde, C. (2018) Teaching science in Australian bush kindergartens: understanding what teachers need.  Journal of Emergent Science Special Edition, Summer.  Vol 25, 2018
5. Campbell, C. (2018) Guest Editor, Contributions from the European field, Journal of Emergent Science Special Edition,  Vol 25, June 2018