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
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
R Tytler
(2018), Vol. 13, pp. 599-605, Cultural studies of science education, Amsterdam, The Netherlands, C1
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
C Olander, P Wickman, R Tytler, Å Ingerman
(2018), Vol. 40, pp. 204-226, International journal of science education, Abingdon, Eng., C1
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 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
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
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
R Tytler, D Symington, J Cripps Clark
(2017), Vol. 15, pp. 643-661, International journal of science and mathematics education, Berlin, Germany, 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
Implications for practice and teacher education
J Ramseger, R Tytler, P Hubber, I Freitag-Amtmann
(2017), pp. 293-308, 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
O Morin, L Simonneaux, R Tytler
(2017), Vol. 54, pp. 825-851, Journal of research in science teaching, London, Eng., C1
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
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
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
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
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
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
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, [Western Australia], C1
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
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
O Morin, L Simonneaux, J Simonneaux, R Tytler, L Barraza
(2014), Vol. 98, pp. 517-542, Science education, Hoboken, NJ, C1
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
P Hubber, R Tytler
(2013), pp. 109-133, Constructing representations to learn in science, Rotterdam, The Netherlands, 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
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
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
A Day, R Tytler
(2012), Vol. 47, pp. 183-189, Australian psychologist, Oxford, England, C1
V Prain, R Tytler
(2012), Vol. 34, pp. 2751-2773, International journal of science education, Oxon, England, C1
Student attitudes and aspirations towards science
R Tytler, J Osborne
(2012), pp. 597-625, Second international handbook of science education, Dordrecht , Netherlands, 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 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, Amsterdam, The Netherlands, C1
S Ainsworth, V Prain, R Tytler
(2011), Vol. 333, pp. 1096-1097, Science, Washington, D.C., C1
R Tytler, D Symington, L Darby, C Malcolm, V Kirkwood
(2011), Vol. 27, pp. 871-879, Teaching and teacher education, Oxford, England, C1
Socio-scientific issues, sustainability and science education
R Tytler
(2011), Vol. 42, pp. 155-163, Research in science education, Dordrecht, Netherlands, 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
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, Amsterdam, The Netherlands, C1
R Tytler
(2010), Vol. 5, pp. 967-976, Cultural studies of science education, Amsterdam, The Netherlands, 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, Belonnen, A.C.T., C1-1
Multiple representation in learning about evaporation
V Prain, R Tytler, S Peterson
(2009), Vol. 31, pp. 787-808, International journal of science education, Taylor & Francis, 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, Taylor & Francis, 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
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
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
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
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, Amsterdam, The Netherlands, C1
Representational issues in students learning about evaporation
R Tytler, V Prain, S Peterson
(2007), Vol. 37, pp. 313-331, Research in science education, Dordrecht, The Netherlands, 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
S Groves, B Doig, R Tytler
(2007), pp. 126-133, International Symposium Elementry Mathematics Teaching, Proceedings : Approaches to teaching mathematics at the elementry level, Prague, The 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, Berlin, Germany, 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, Hoboken, N.J., 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, Abingdon, England, 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
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, The Netherlands, C1
R Tytler
(2003), Vol. 33, pp. 273-298, Research in science education, The Netherlands, 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
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
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, Bristol, England, 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
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
S Peterson, R Tytler
(2001), Vol. 17, pp. 28-33, Investigating : Australian primary science journal, Magill, S. Aust, C1
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
Australian Competitive Grants
Improving middle years mathematics and science: The role of subject cultures in school and teacher change.
Prof Russell Tytler, A/Prof Susie Groves, Prof Annette Gough
ARC Linkage - Projects Rnd 2 APAI
- 2006: $49,294
The role of representation in learning science
Prof Russell Tytler, Prof Vaughan Prain, A/Prof Bruce Waldrip, A/Prof Peter Hubber
ARC - Discovery Projects
- 2009: $115,728
- 2008: $91,582
- 2007: $100,304
Enhancing the Quality of Science Learning through a Representation-intensive Pedagogy
Prof Russell Tytler, Prof Vaughan Prain, A/Prof Garry Hoban, A/Prof Peter Aubusson, A/Prof Peter Hubber
ARC - Discovery Projects
- 2019: $15,118
- 2014: $19,826
- 2013: $19,882
- 2012: $61,386
Developing digital pedagogies in inquiry science through a cloud-based teaching and learning environment
A/Prof Peter Hubber, Prof Russell Tytler, Daniel Pikler, Peter Laver
ARC Linkage - Projects
- 2016: $37,756
- 2015: $80,344
- 2014: $83,825
- 2013: $43,904
The Science of Learning Research Centre
Prof Ottmar Lipp, Prof Russell Tytler
ARC Special Research Initiatives
- 2016: $130,000
- 2015: $130,000
- 2014: $180,000
Reconceptualising mathematics and science teacher education programs through collaborative partnerships between scientists and educators - RemSTEP
Prof Stephen Dinham, A/Prof David Clarke, A/Prof Michelle Livett, A/Prof Deborah Corrigan, A/Prof Cristina Varsavsky, Prof Russell Tytler, A/Prof Stuart Palmer, Prof Vaughan Prain, A/Prof Elizabeth Johnson
OLT Innovation and Development Grants - Office for Learning and Teaching
- 2016: $161,918
- 2015: $176,850
- 2014: $191,223
Out-of-field Teaching: Sustaining Quality Practices Across Subjects
A/Prof Linda Hobbs, Dr Whannell Robert, Prof Russell Tytler, A/Prof Colleen Vale, Dr Frances Quinn, A/Prof Coral Campbell, Dr Terry Lyons, Prof Colleen Vale
ARC - Discovery Projects
- 2017: $60,257
- 2016: $39,278
- 2015: $43,250
Improving Regional Low SES Students Learning and Wellbeing
Prof Vaughan Prain, Prof Russell Tytler, Dr Craig Deed, Prof Noel Meyers, Prof Damian Blake, Dr Tracey Muir, Ms Cathleen Farrelly, A/Prof Amanda Mooney, Mr Damon Thomas, A/Prof Karen Swabey
ARC Linkage - Projects
- 2018: $1,342
- 2017: $71,820
- 2016: $39,408
Multiliteracies for addressing disadvantage in senior school science
Prof Len Unsworth, Prof Russell Tytler, Kay O'Halloran, Sally Humphrey, Kristina Love, Anne Lynzaat, Sarah Moss-Holland, Emmaleen Oakley, Robert Dullard
ARC Linkage - Projects
- 2019: $5,751
- 2018: $23,004
- 2017: $23,004
Enriching mathematics and science learning: an interdisciplinary approach
Prof Russell Tytler, Prof Joanne Mulligan, Dr Lihua Xu, Dr Peta White, A/Prof Leona Schauble, Prof Richard Lehrer, Prof Vaughan Prain
ARC - Discovery Projects
- 2019: $31,513
- 2018: $154,533
Other Public Sector Funding
Improving middle years mathematics and science: The role of subject cultures in school and teacher change.
Prof Russell Tytler, A/Prof Susie Groves, Prof Annette Gough
- 2008: $9,131
- 2006: $14,609
Identification and dissemination of exemplary ASISTM Project Practices
Prof Russell Tytler, Mr Craig Smith
- 2007: $42,982
- 2006: $11,318
Supports and barriers to Science, Technology, Engineering and Mathematics (STEM) engagement in Primary-Secondary transition
Prof Russell Tytler, Prof Jonathan Osborne, Dr Helen Forgasz, Dr Gaye Williams
- 2008: $75,858
Victorian SiMERR Hub
Prof Russell Tytler, A/Prof Judith Mousley, Dr Heather Mays
- 2007: $40,000
- 2006: $48,000
Delivery of the Switched on Secondary Science Professional Learning program
A/Prof Peter Hubber, Prof Russell Tytler, Dr Gail Chittleborough, Dr Wendy Jobling, Dr Laura Barraza, A/Prof Coral Campbell
- 2012: $55,445
- 2011: $150,716
- 2010: $23,845
Design of the Switched on Secondary Science Professional Learning Program (SOSSPL)
A/Prof Peter Hubber, Prof Russell Tytler, A/Prof Coral Campbell, Dr Gail Chittleborough, Dr Wendy Jobling, Dr Laura Barraza
- 2010: $35,760
A short cycle model for school improvement in Barwon South Network
Dr Shaun Rawolle, Prof Russell Tytler, A/Prof Coral Campbell, A/Prof Louise Paatsch, Dr Muriel Wells
- 2012: $69,600
- 2011: $46,400
Evaluation of the National Partnerships (Teacher, Quality, Supply and Retention) Initiatives for the Victorian school workforce
Prof Brenton Doecke, Prof Russell Tytler, Prof Christine Halse, Dr Brian Doig, Prof Julianne Moss, Prof Damian Blake, A/Prof Peter Hubber, A/Prof Coral Campbell, A/Prof Anne-Marie Morrissey, A/Prof Bernadette Walker-Gibbs, Dr Wendy Kortman, Mr Alan Marshall, Ms Barbara Preston, Dr Jodie Kline, Dr Glenn Auld, A/Prof Linda Hobbs
- 2013: $190,500
- 2012: $25,500
- 2011: $52,800
Primary Science Specialist Professional Learning Program
A/Prof Coral Campbell, Dr Gail Chittleborough, A/Prof Peter Hubber, Prof Russell Tytler, Dr Laura Barraza, Dr Wendy Jobling, Mr John Cripps Clark, Dr Sandra Herbert
- 2012: $40,866
- 2011: $95,354
Pilot Tech Next Mid-Year intake - selection, recruitment & placement of participants (Phase 1) & course delivery (Phase 2)
Prof Damian Blake, Prof Russell Tytler, Prof Chris Hickey, A/Prof Alex Kostogriz, A/Prof Peter Hubber, Prof Brenton Doecke, Dr Gaye Williams, Dr Gail Chittleborough
- 2012: $439,514
2013 Primary Science Specialists Professional Learning Program
A/Prof Coral Campbell, Prof Russell Tytler, A/Prof Peter Hubber, Dr Wendy Jobling, Dr Laura Barraza, Dr John Cripps Clark, Dr Sandra Herbert, A/Prof Linda Hobbs
- 2013: $78,086
2013-14 Primary Science Specialists Professional Learning Program
A/Prof Coral Campbell, A/Prof Peter Hubber, Dr Wendy Jobling, Dr Laura Barraza, Dr John Cripps Clark, Dr Sandra Herbert, A/Prof Linda Hobbs, Prof Russell Tytler
- 2015: $1,600
- 2014: $35,162
- 2013: $82,045
Improving Regional Low SES Students Learning and Wellbeing
Prof Vaughan Prain, Prof Russell Tytler, Dr Craig Deed, Prof Noel Meyers, Prof Damian Blake, Dr Tracey Muir, Ms Cathleen Farrelly, A/Prof Amanda Mooney, Mr Damon Thomas, A/Prof Karen Swabey
- 2018: $45,827
- 2017: $9,500
Assessment of impact and value: Scientists and Mathematicians in Schools Program
Prof Russell Tytler, A/Prof Coral Campbell, Dr Gail Chittleborough, Dr Gaye Williams, Dr Peta White, Prof David Symington, Mr Garrett Upstill
- 2015: $99,710
Primary Mathematics and Science Specialist Professional Learning Program February/March 2015
Dr Gail Chittleborough, Prof Russell Tytler, A/Prof Coral Campbell, A/Prof Peter Hubber, Dr Lihua Xu, Dr John Cripps Clark, Dr Peta White
- 2015: $6,818
Secondary STEM Catalysts: professional learning program
A/Prof Peter Hubber, Prof Russell Tytler, A/Prof Coral Campbell, A/Prof Colleen Vale, Dr John Cripps Clark, A/Prof Linda Hobbs, Dr Peta White, Dr Gaye Williams
- 2018: $319,446
- 2017: $295,146
- 2016: $48,403
Birth to Level 10 Numeracy Guide
Dr Leicha Bragg, Prof Russell Tytler, Dr Martin Potter, A/Prof Judith Mousley, Prof Chris Walsh, Prof Kim Beswick, Mr Peter Saffin, Dr Tracey Muir, Dr Greg Oates, Dr Carol Murphy
- 2018: $153,350
Industry and Other Funding
Using ICT to Support Literacy and Numeracy in Rural Schools
Prof Russell Tytler, A/Prof Peter Hubber, A/Prof Coral Campbell, Dr Gail Chittleborough, Dr Elizabeth Stacey
- 2007: $20,000
- 2006: $30,000
Proposal for evaluation of the BHP Billiton science awards
Prof Russell Tytler, A/Prof Peter Hubber, A/Prof Coral Campbell, Dr Gail Chittleborough
- 2010: $13,000
- 2009: $15,000
Developing digital pedagogies in inquiry science through a cloud-based teaching and learning environment
A/Prof Peter Hubber, Prof Russell Tytler, Daniel Pikler, Peter Laver
- 2015: $26,360
- 2014: $26,080
- 2013: $24,040
Improving Regional Low SES Students Learning and Wellbeing
Prof Vaughan Prain, Prof Russell Tytler, Dr Craig Deed, Prof Noel Meyers, Prof Damian Blake, Dr Tracey Muir, Ms Cathleen Farrelly, A/Prof Amanda Mooney, Mr Damon Thomas, A/Prof Karen Swabey
- 2017: $20,763
- 2016: $1,000
Women in Engineering -literature review
Prof Russell Tytler, A/Prof Stuart Palmer, Dr Mahbub Sarkar
- 2014: $19,800
Wenona School: STEM research
Prof Russell Tytler, A/Prof Peter Hubber, Dr Gaye Williams
- 2016: $60,180
- 2015: $35,670
The Invergowrie Foundation STEM Report
Prof Russell Tytler, A/Prof Linda Hobbs, Prof Vaughan Prain, Prof Jan Van Driel, Dr Christine Redman, Dr Victoria Millar
- 2017: $36,075
Top 100 Jobs of the Future
Prof Russell Tytler, Dr Peta White, Prof Dineli Mather
- 2018: $73,000
100 Jobs of the Future Research Extension: Online Aptitude Test
Prof Russell Tytler, Dr Peta White, Prof Dineli Mather, Prof Ruth Bridgstock
- 2018: $36,200
Other Funding Sources
Exploring socio-scientific issues through digital technology: the impact of context and culture
Prof Russell Tytler, Dr Laura Barraza
- 2012: $4,500
STEM Teacher Enrichment Academy 2015-2016 Evaluation Project
Prof Russell Tytler, Dr Gaye Williams
- 2016: $24,000
Supervisions
Constance Lee Cirkony
Thesis entitled: Students Learning Science: Representation Construction in a Digital Environment
Doctor of Philosophy (Education), School of Education
Joseph Ferguson
Thesis entitled: A Video-Based Analysis of Science Students' Computer-Mediated Abductive Reasoning
Doctor of Philosophy (Education), School of Education
Zuraini Ramli
Thesis entitled: Teaching and learning mathematics and science in a second or third language
Doctor of Philosophy (Education), School of Education
Thanh Nguyen
Thesis entitled: Teaching undergraduate physics: Changing practices in Australia and Vietnam
Doctor of Philosophy (Education), School of Education
Leissa Kelly
Thesis entitled: Marine Educators: Linking Personal Commitment, Education and Public Policy
Doctor of Philosophy (Education), School of Education
Brian Doig
Thesis entitled: Reporting Large-scale Assessment on a Single Formative-Summative Scale
Doctor of Philosophy (Education), School of Education
Paul Pivec
Thesis entitled: An Assessment of Game Based Learning
Doctor of Philosophy (Education), School of Education
Iris Yi-shin Liou
Thesis entitled: English as an International Language and Teacher Professional Identity
Doctor of Philosophy (Education), School of Education
Rosemary Hipkins
Thesis entitled: Ontological Possibilities for Rethinking Teaching of the ¿Nature of Science¿
Doctor of Philosophy (Education), School of Education
Yvonne Zeegers
Thesis entitled: Teacher Praxis in the Genration of Students' Questions in Primary Science
Doctor of Philosophy (Education), School of Education
Waraporn Suwanakam
Thesis entitled: Using CAI to Teach Chemistry in Secondary Schools in Thailand
Doctor of Education, School of Education
Edgar Caballero-Aspe
Thesis entitled: The Mexico Alaska Youth Interchange Case Study: an Educative Experience Promoting Action and Continuity
Doctor of Philosophy (Education), School of Education
Christine Ioannou
Thesis entitled: Multi-Dimensional Assessment of Student Capabilities in Mathematics and Science
Doctor of Philosophy (Education), School of Education
Vincent Wardlaw Brown
Thesis entitled: Data Use in Monitoring Student Performance in a Secondary School
Doctor of Philosophy (Education), School of Education
Marilyn Cole
Thesis entitled: Understanding Children's Environmental Lifeworlds through Visual and Conversational Narrative
Doctor of Philosophy (Education), School of Education
Carolina Castano
Thesis entitled: The Role of Science Education in Reducing Violence Towards Others
Doctor of Philosophy (Education), School of Education
Li-Yi Wang
Thesis entitled: Native English Speaking Teachers and Taiwanese English Teachers' Professional Identity
Doctor of Philosophy (Education), School of Education
Bopelo Boitshwarelo
Thesis entitled: Exploring Online Communities of Practice for Biology Teachers in Botswana
Doctor of Philosophy (Education), School of Education
John Cripps Clark
Thesis entitled: The Role of Practical Activities in Primary School Science
Doctor of Philosophy (Education), School of Education
Joyce Dale
Thesis entitled: Calculators, Mathematics and Young Children
Doctor of Philosophy (Education), School of Education
Kathryn Paige
Thesis entitled: Thinking and Working Scientifically and Technologically in Primary Classrooms
Doctor of Philosophy (Education), School of Education
Maryanne Fenech-Gatt
Thesis entitled: Transition of Understandings in Science and SOSE : A Case Study
Master of Arts (Education), School of Education