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
Ruth Bridgstock, Russell Tytler, Peta White
(2020), pp. 245-258, The Future of Creative Work : Creativity and Digital Disruption, Northampton, Ma., B1
Russell Tytler, Vaughan Prain, Joseph Ferguson, John Cripps Clark
(2020), pp. 1-20, Methodological Approaches to STEM Education Research - Volume 1, Cambridge, Eng., B1
Animation construction as cross-modal translation in senior biology
Peta White, Russell Tytler, Wendy Nielsen
(2020), pp. 208-228, Learning from Viewing and Creating Animations in Science Education: Innovative Developments in Semiotic and Educational Research, Dordrecht, The Netherlands, B1
Drawing to reason and learn in science
R Tytler, V Prain, G Aranda, J Ferguson, R Gorur
(2020), Vol. 57, pp. 209-231, Journal of Research in Science Teaching, London, Eng., C1
L Xu, J Ferguson, R Tytler
(2020), pp. 1-20, International journal of science and mathematics education, Cham, Switzerland, C1
Expanding the Languages of Science and How They Are Learnt
R Tytler, V Prain, S Hannigan
(2020), pp. 1-14, Research in Science Education, Berlin, Germany, C1
A representation construction pedagogy of guided inquiry for learning data modelling
R Tytler, J Ferguson, P White
(2020), Vol. 6, pp. 5-18, Learning: Research and Practice, Abingdon, Eng., C1
Video research: purposeful selection from rich data sets
J Ferguson, George Aranda, Russell Tytler, Radhika Gorur
(2019), pp. 124-139, Video-based research in education: cross-disciplinary perspectives, Abingdon, Eng., B1
An international view of STEM education
Brigid Freeman, Simon Marginson, Russell Tytler
(2019), pp. 350-363, STEM education 2.0 : myths and truths--what has K-12 STEM education research taught us?, Leiden, The Netherlands, B1
Challenges and opportunities for a STEM interdisciplinary agenda
Russell Tytler, Gaye Williams, Linda Hobbs, Judy Anderson
(2019), pp. 51-81, Interdisciplinary mathematics education : the state of the art and beyond, Cham, Switzerland, B1
Framing and assessing scientific inquiry practices
Russell Tytler, Peta White
(2019), pp. 173-190, Asia-Pacific STEM teaching practices: from theoretical frameworks to practices, Singapore, B1
Rethinking disciplinary links in interdisciplinary STEM learning: a temporal model
R Tytler, V Prain, L Hobbs
(2019), pp. 1-19, Research in science education, Dordrecht, The Netherlands, C1
Teacher adaptation to flexible learning environments
C Deed, D Blake, J Henriksen, A Mooney, V Prain, R Tytler, T Zitzlaff, M Edwards, S Emery, T Muir, K Swabey, D Thomas, C Farrelly, V Lovejoy, N Meyers, D Fingland
(2019), pp. 1-13, Learning environments research, Dordrecht, The Netherlands, C1
Russell Tytler, Ruth Bridgstock, Peta White, Dineli Mather, Trevor Mccandless, Michelle Grant-Iramu
(2019), Burwood, Vic., A6
Early science education - goals and process-related quality criteria for science teaching
Yvonne Anders, Ilonca Hardy, Sabina Pauen, J Ramseger, Beate Sodian, Mirjam Steffensk, R Tytler
(2018), Opladen, Germany, A1
Representation construction: a guided inquiry approach for science education
Peter Hubber, Russell Tytler, Gail Chittleborough
(2018), pp. 57-89, STEM education in the junior secondary: the state of play, Gateway East, Singapore, B1
Enlivening STEM education through school-community partnerships
R Tytler, D Symington, G Williams, P White
(2018), pp. 249-271, STEM education in the junior secondary: the state of play, Singapore, B1
Representation construction as a core science disciplinary literacy
R Tytler, V Prain, P Hubber
(2018), pp. 301-317, Global developments in literacy research for science education, Cham, Switzerland, B1
Scientists and mathematicians in schools: CSIRO, Australia
C Campbell, Russell Tytler
(2018), pp. 247-257, School-based partnerships in teacher education : a research informed model for universities, schools and beyond, Singapore, B1
Innovation 5 - exploring models of interaction between scientists and PSTs
P White, Russell Tytler, Stuart Palmer
(2018), pp. 108-135, Reconceptualising maths and science teaching and learning, Camberwell, Vic., B1
A video study of quality teaching and learning in three countries
R Tytler, H Chen, M Hackling, J Ramseger, Gisela Romain
(2018), pp. 34-49, Video-based research in education: Cross-disciplinary perspectives, London, Eng., B1
The use of video-based ethnography in an inquiry-based blended science classroom
C Cirkony, P Hubber
(2018), pp. 140-157, Video-based Research in Education: Cross-Disciplinary Perspectives, London, Eng., B1
Scientists and mathematicians in schools: CSIRO, Australia
C Campbell, R Tytler
(2018), pp. 247-257, School-based partnerships in teacher education: a research informed model for universities, schools and beyond, Singapore, B1
R Tytler
(2018), Vol. 13, pp. 599-605, Cultural studies of science education, Amsterdam, The Netherlands, C1
C Olander, P Wickman, R Tytler, Å Ingerman
(2018), Vol. 40, pp. 204-226, International journal of science education, Abingdon, Eng., C1
A framework to support personalising prescribed school curricula
V Prain, D Blake, C Deed, M Edwards, S Emery, C Farrelly, D Fingland, J Henriksen, V Lovejoy, N Meyers, A Mooney, T Muir, R Sbaglia, K Swabey, D Thomas, R Tytler, T Zitzlaff
(2018), Vol. 44, pp. 1101-1119, British educational research journal, Chichester, Eng., C1
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
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
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
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
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
R Tytler
(2017), pp. 225-243, Quality teaching in primary science education: cross-cultural perspectives, Cham, Switzerland, B1
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
Living things and environments
R Tytler, F Haslam, P White, S Peterson
(2017), pp. 268-317, Teaching primary science constructively, South Melbourne, Vic., B1
R Tytler, D Symington, J Cripps Clark
(2017), Vol. 15, pp. 643-661, International journal of science and mathematics education, Berlin, Germany, C1
O Morin, L Simonneaux, R Tytler
(2017), Vol. 54, pp. 825-851, Journal of research in science teaching, London, Eng., C1
Linda Hobbs, Cheryl Jakab, Victoria Millar, Vaughan Prain, Christine Redman, Christopher Speldewinde, Russell Tytler, Jan van Driel
(2017), Melbourne, Vic., A6
Improving schools: productive tensions between the local, the systemic and the global
S Rawolle, M Wells, L Paatsch, R Tytler, C Campbell
(2016), Singapore, A1
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
Implications for practice and teacher education
R Tytler, J Ramseger, P Hubber, I Freitag-Amtmann
(2016), pp. 293-308, Quality Teaching in Primary Science Education: Cross-cultural Perspectives, B1
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
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
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
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
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
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, C1
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
R Tytler, D Symington, G Williams, P White, C Campbell, G Chittleborough, G Upstill, E Roper, N Dziadkiewicz
(2015), Burwood, Vic., A6
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
Attitudes, identity, and aspirations toward science
R Tytler
(2014), pp. 82-103, Handbook of Research on Science Education, Volume II, B1-1
O Morin, L Simonneaux, J Simonneaux, R Tytler, L Barraza
(2014), Vol. 98, pp. 517-542, Science education, Hoboken, NJ, C1
Participation of women in engineering: challenges and productive interventions
M Sarkar, R Tytler, S Palmer
(2014), Sydney, N.S.W., A6-1
P Hubber, R Tytler
(2013), pp. 109-134, Constructing Representations to Learn in Science, B1
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
Structuring learning sequences
R Tytler, P Hubber, V Prain
(2013), pp. 51-66, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1
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
V Prain, R Tytler, P Hubber, B Waldrip
(2013), pp. 185-192, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1
Representing and learning in science
V Prain, R Tytler
(2013), pp. 1-14, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1
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
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
Representation construction to support conceptual change
R Tytler, V Prain
(2013), pp. 1009-1042, International handbook of research on conceptual change, Abingdon, Eng., B1
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
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
S Rawolle, M Wells, L Paatsch, R Tytler, C Campbell
(2013), Geelong, Vic., A6-1
B Doecke, M Wells, J Kline, B Walker-Gibbs, C Campbell, L Hobbs, W Kortman, B Doig, G Auld, P Hubber, R Tytler, B Preston, M Long
(2013), [Geelong, Vic.], A6
Student attitudes and aspirations towards science
R Tytler, J Osborne
(2012), pp. 597-625, Second International Handbook of Science Education, B1
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
A Day, R Tytler
(2012), Vol. 47, pp. 183-189, Australian Psychologist, C1
Socio-Scientific Issues, Sustainability and Science Education
R Tytler
(2012), Vol. 42, pp. 155-163, Research in Science Education, C1
V Prain, R Tytler
(2012), Vol. 34, pp. 2751-2773, International journal of science education, Oxon, England, C1
Primary science specialist learning program - report of delivery
C Campbell, G Chittleborough, P Hubber, R Tytler, W Jobling, J Cripps-Clarke, L Barraza, S Herbert
(2012), Melbourne, Vic., A6
P Hubber, R Tytler, G Chittleborough, C Campbell, W Jobling, L Barraza, S Herbert, J Cripps Clarke, P Chandler, B Plant
(2012), Melbourne, Vic., A6
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, C1
S Ainsworth, V Prain, R Tytler
(2011), Vol. 333, pp. 1096-1097, Science, C1
R Tytler, D Symington, L Darby, C Malcolm, V Kirkwood
(2011), Vol. 27, pp. 871-879, Teaching and Teacher Education, C1
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
Evaluation of delivery of the switched on secondary science professional learning (SOSSPL) program
P Hubber, R Tytler, G Chittleborough, C Campbell, W Jobling
(2011), Melbourne, Vic., A6-1
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
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
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
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
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, C1
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, C1
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
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, C1-1
G Chittleborough, P Hubber, R Tytler, J Cripps Clark
(2010), [Burwood, Vic.], A6
The student as scientist : the impact of the BHP Billiton science awards
R Tytler, D Symington, P Hubber, G Chittleborough, C Campbell, L Darby
(2010), Geelong, Vic., A6
R Tytler
(2010), Melbourne, Vic., A6-1
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
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
Multiple representation in learning about evaporation
V Prain, R Tytler, S Peterson
(2009), Vol. 31, pp. 787-808, International Journal of Science Education, C1
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, C1
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
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
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
R Tytler, C Malcolm, D Symington, V Kirkwood, L Darby
(2009), Geelong, Vic., A6-1
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
R Tytler, D Symington, V Kirkwood, C Malcolm
(2008), Vol. 54, pp. 13-18, Teaching science, Deakin, A.C.T., C1
AISV Project: The Development of Thinking Skills Through ICT-Final Evaluation Report
G Chittleborough, F Haslam, W Jobling, P Hubber, R Tytler
(2008), Burwood, Vic., A6-1
Improving middle years mathematics and science
R Tytler, S Groves, A Gough, L Darby, C Kakkinen, B Doig
(2008), Melbourne, Vic., A6-1
Re-imagining science education : engaging students in science for Australia's future
R Tytler
(2007), Camberwell, Vic., A1
C Campbell, R Tytler
(2007), pp. 23-42, Art of teaching primary science, Crows Nest, N.S.W., B1
Representation and learning about evaporation
R Tytler, V Prain
(2007), pp. 237-248, Contributions from science education research, Dordrecht, The Netherlands, B1
School innovation in science: A model for supporting school and teacher development
R Tytler
(2007), Vol. 37, pp. 189-216, Research in Science Education, C1
Representational issues in students learning about evaporation
R Tytler, V Prain, S Peterson
(2007), Vol. 37, pp. 313-331, Research in Science Education, C1
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
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
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
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
FUN OR PROFIT - PRIMARY STUDENTS' PERCEPTIONS OF MATHEMATICS AND SCIENCE
Susie Groves, Brian Doig, Russell Tytler
(2007), pp. 126-133, SEMT 07: INTERNATIONAL SYMPOSIUM ELEMENTARY MATHS TEACHING, Charles Univ, Fac Educ, Prague, CZECH REPUBLIC, E1
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
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
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
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
R Tytler, D Symington
(2006), Vol. 52, pp. 10-15, Teaching science : the journal of the Australian Science Teachers Association, Canberra, ACT, C1
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
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
School innovation in science : change, culture, complexity
R Tytler
(2005), pp. 89-105, Research and the quality of science education, Dordrecht, The Netherlands, B1
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, C1
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
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
Constructivist views of teaching and learning
R Tytler
(2004), pp. 18-33, Art of teaching science, Crows Nest, N.S.W., B1
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
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
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, C1
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
R Tytler, B Waldrip, M Griffiths
(2004), Vol. 26, pp. 171-194, International Journal of Science Education, C1
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
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
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
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
Tracing young children's scientific reasoning
R Tytler, S Peterson
(2003), Vol. 33, pp. 433-465, Research in Science Education, C1
R Tytler
(2003), Vol. 33, pp. 273-298, Research in Science Education, C1
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
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
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
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
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
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
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
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
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
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, C1
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
R Tytler
(2001), Vol. 2, pp. 1-22, Asia-Pacific forum on science learning and teaching, Hong Kong, C1
S Peterson, R Tytler
(2001), Vol. 17, pp. 28-33, Investigating : Australian primary science journal, Magill, S. Aust, C1
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
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
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
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
R Tytler
(2000), Vol. 22, pp. 447-467, International journal of science education, Abingdon, Eng., C1-1
R Tytler, S Peterson
(2000), Vol. 30, pp. 339-355, Research in science education, Dordrecht, Netherlands, C1-1
S Rahayu, R Tytler
(1999), Vol. 29, pp. 295-312, Research in science education, Dordrecht, The Netherlands, C1-1
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
The nature of students' informal science conceptions
R Tytler
(1998), Vol. 20, pp. 901-927, International journal of science education, Abingdon, Eng., C1-1
R Tytler
(1994), Vol. 24, pp. 338-347, Research in science education, Dordrecht, The Netherlands, C1-1
R Tytler
(1993), Vol. 23, pp. 308-316, Research in science education, Dordrecht, The Netherlands, C1-1
Funded Projects at Deakin
No Funded Projects at Deakin found
Supervisions
No completed student supervisions to report