Prof Vaughan Prain

STAFF PROFILE

Position

Casual Research Fellow

Faculty

Faculty of Arts and Education

Department

SoE Arts & Education

Campus

Geelong Waurn Ponds Campus

Contact

vaughan.prain@deakin.edu.au
+61 3 524 79609

Publications

Filter by

2020

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

journal article

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

journal article
2019

Influences on local curriculum innovation in times of change: a literacy case study

D Thomas, S Emery, V Prain, J Papageorgiou, A McKendrick

(2019), Vol. 46, pp. 469-487, Australian educational researcher, Dordrecht, The Netherlands, C1

journal article

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

journal article

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

journal article
2018

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

book chapter

Encapsulating teacher expertise in action

S Alterator, C Deed, V Prain

(2018), Vol. 24, pp. 450-460, Teachers and teaching: theory and practice, Abingdon, Eng., C1

journal article

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

journal article
2017

Engaging students in learning science through promoting creative reasoning

B Waldrip, V Prain

(2017), Vol. 39, pp. 2052-2072, International journal of science education, Abingdon, Eng., C1

journal article
2016

Validation of a model of personalised learning

B Waldrip, J Yu, V Prain

(2016), Vol. 19, pp. 169-180, Learning environments research, Dordrecht, The Netherlands, C1-1

journal article

Using multimodal representations to support learning in the science classroom

B Hand, M Mcdermott, V Prain

(2016), Cham, Switzerland, A7-1

edited book

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

conference
2015

Learning science through learning to use its languages

V Prain, B Hand

(2015), pp. 1-10, Using multimodal representations to support learning in the science classroom, Cham, Switzerland, B1-1

book chapter

Characterising personalising learning

V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, P Sellings, B Waldrip

(2015), pp. 3-26, Personalising learning in open-plan schools, Rotterdam, The Netherlands, B1-1

book chapter

"It's not a plug-in product": making digital technologies serve learning in a school with an open-plan setting

V Prain, V Lovejoy, D Edwards

(2015), pp. 77-96, Personalising learning in open-plan schools, Rotterdam, The Netherlands, B1-1

book chapter

Creating and analysing multi-modal texts in English classrooms in open-plan settings

V Lovejoy, L Mow, S Di Palma, V Prain, D Edwards

(2015), pp. 97-120, Personalising learning in open-plan schools, Rotterdam, The Netherlands, B1-1

book chapter

Personalising mathematics for low SES students in schools with open-plan settings

P Cox, B Waldrip, V Prain

(2015), pp. 121-142, Personalising learning in open-plan schools, Rotterdam, The Netherlands, B1-1

book chapter

"They can't just google the correct answer": personalising science learning in an open-plan secondary school

V Prain, B Waldrip, V Lovejoy

(2015), pp. 143-162, Personalising learning in open-plan schools, Rotterdam, The Netherlands, B1-1

book chapter

Using student voice in social studies/humanities to personalise learning

P Sellings, B Waldrip, V Prain, V Lovejoy

(2015), pp. 181-204, Personalising learning in open-plan schools, Rotterdam, The Netherlands, B1-1

book chapter

Remaking schooling through open-plan settings: some conclusions and the future

V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, P Sellings, B Waldrip

(2015), pp. 221-230, Personalising learning in open-plan schools, Rotterdam, The Netherlands, B1-1

book chapter

Writing and representing to learn in science

V Prain

(2015), pp. 327-339, Darwin-inspired learning, Rotterdam, The Netherlands, B1-1

book chapter

A dialogue regarding "The material co-construction of hard science fiction and physics"

D Geelan, V Prain, C Hasse

(2015), Vol. 10, pp. 941-949, Cultural studies of science education, Dordrecht, The Netherlands, C1

journal article

Personalising learning in open-plan schools

V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, P Sellings, B Waldrip

(2015), Rotterdam, The Netherlands, A7-1

edited book
2014

Researching the outcomes of the Bendigo Education Plan

V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, P Sellings, B Waldrip, Z Yager

(2014), pp. 3-17, Adapting to teaching and learning in open-plan schools, Rotterdam, The Netherlands, B1-1

book chapter

Personalising learning: theory and enactment

V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, P Sellings, B Waldrip, Z Yager

(2014), pp. 43-60, Adapting to teaching and learning in open-plan schools, Rotterdam, The Netherlands, B1-1

book chapter

Adapting to teaching in open-plan up-scaled learning communities

V Lovejoy, L Mow, D Edwards, B Waldrip, V Prain

(2014), pp. 107-123, Adapting to teaching and learning in open-plan schools, Rotterdam, The Netherlands, B1-1

book chapter

New practices, new knowledge, and future implications for learning in open-plan Settings for low socio-economic background students

V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, P Sellings, B Waldrip, Z Yager

(2014), pp. 195-204, Adapting to teaching and learning in open-plan schools, Rotterndam, The Netherlands, B1-1

book chapter

Student perceptions of personalised learning: development and validation of a questionnaire with regional secondary students

B Waldrip, P Cox, C Deed, J Dorman, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, V Prain, P Sellings, Z Yager

(2014), Vol. 17, pp. 355-370, Learning environments research, Dordrecht, The Netherlands, C1-1

journal article

Personalised learning in the open classroom: the mutuality of teacher and student agency

C Deed, P Cox, J Dorman, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, P Sellings, V Prain, B Waldrip, Z Yager

(2014), Vol. 9, pp. 66-75, International journal of pedagogies and learning, Abingdon, Eng., C1-1

journal article

Perceived learning strategies of Malaysian University students in web 2.0-based English as a second language informal learning

C Che Wan Ibrahim, V Prain, P Collet

(2014), Vol. 14, pp. 29-42, GEMA online journal of language studies, Selangor, Malaysia, C1-1

journal article

Adapting to teaching and learning in open-plan schools

V Prain, P Cox, C Deed, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, P Sellings, B Waldrip, Z Yager

(2014), A7-1

edited book
2013

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

book chapter

Structuring learning sequences

R Tytler, P Hubber, V Prain

(2013), pp. 51-66, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1

book chapter

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

book chapter

Assessment

B Waldrip, P Hubber, V Prain

(2013), pp. 151-170, Constructing representations to learn in science, Rotterdam, Netherlands, B1

book chapter

Implications for the future

V Prain, R Tytler, P Hubber, B Waldrip

(2013), pp. 185-192, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1

book chapter

Representing and learning in science

V Prain, R Tytler

(2013), pp. 1-14, Constructing Representations to Learn in Science, Rotterdam, The Netherlands, B1

book chapter

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

book chapter

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

book chapter

Representation construction to support conceptual change

R Tytler, V Prain

(2013), pp. 1009-1042, International handbook of research on conceptual change, Abingdon, Eng., B1

book chapter

Language, learning, and science literacy

V Prain, B Hand

(2013), pp. 153-174, Elementary Science Teacher Education: International Perspectives on Contemporary Issues and Practice, B1-1

book chapter

Teachers' initial response to a representational focus

B Waldrip, V Prain

(2013), pp. 15-30, Constructing representations to learn in science, Rotterdam, The Netherlands, B1-1

book chapter

Personalised learning: lessons to be learnt

V Prain, P Cox, C Deed, J Dorman, D Edwards, C Farrelly, M Keeffe, V Lovejoy, L Mow, P Sellings, B Waldrip, Z Yager

(2013), Vol. 39, pp. 654-676, British educational research journal, London, Eng., C1-1

journal article

Explaining Newton's laws of motion: using student reasoning through representations to develop conceptual understanding

B Waldrip, V Prain, P Sellings

(2013), Vol. 41, pp. 165-189, Instructional science, Dordrecht, The Netherlands, C1-1

journal article
2012

Writing as a learning tool in science: lessons learnt and future agendas

B Hand, V Prain

(2012), Vol. 24, pp. 1375-1384, Second international handbook of science education, Dordrecht, The Netherlands, B1-1

book chapter

Learning from and through representations in science

B Waldrip, V Prain

(2012), Vol. 24, pp. 145-155, Second international handbook of science education, Dordrecht, The Netherlands, B1-1

book chapter

Learning through constructing representations in science : a framework of representational construction affordances

V Prain, R Tytler

(2012), Vol. 34, pp. 2751-2773, International journal of science education, Oxon, England, C1

journal article

Insights into vocational learning from an applied learning perspective

B Pridham, S O?Mallon, V Prain

(2012), Vol. 5, pp. 77-97, Vocations and learning, Dordrecht, The Netherlands, C1-1

journal article

Drawn into mathematics: applying student ideas about learning

C Deed, B Pridham, V Prain, R Graham

(2012), Vol. 7, pp. 99-108, International journal of pedagogies and learning, Abingdon, Eng., C1

journal article

Developing an understanding of ions in junior secondary school chemistry

B Waldrip, V Prain

(2012), Vol. 10, pp. 1191-1213, International journal of science and mathematics education, Dordrecht, The Netherlands, C1

journal article
2011

Drawing to learn in science

S Ainsworth, V Prain, R Tytler

(2011), Vol. 333, pp. 1096-1097, Science, C1

journal article

Enablers and constraints in achieving integration in a teacher preparation program

C Deed, P Cox, V Prain

(2011), Vol. 36, pp. 68-86, Australian journal of teacher education, Joondalup, W.A., C1-1

journal article

Benchmarking the performance of Bhutanese students with the performance of the students from the OECD's PISA countries

G Tshering, V Prain

(2011), Vol. 17, pp. 263-281, Educational research and evaluation, Abingdon, Eng., C1-1

journal article

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

conference

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

conference
2010

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

journal article

Connecting research in science literacy and classroom practice: a review of science teaching journals in Australia, the UK and the United States, 1998-2008

B Hand, L Yore, S Jagger, V Prain

(2010), Vol. 46, pp. 45-68, Studies in science education, Abingdon, Eng., C1-1

journal article

Using multi-modal representations to improve learning in junior secondary science

B Waldrip, V Prain, J Carolan

(2010), Vol. 40, pp. 65-80, Research in science education, Dordrecht, The Netherlands, C1-1

journal article
2009

Multiple representation in learning about evaporation

V Prain, R Tytler, S Peterson

(2009), Vol. 31, pp. 787-808, International Journal of Science Education, C1

journal article

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

journal article

Self-regulated learning in junior secondary English

S Harrison, V Prain

(2009), Vol. 19, pp. 227-242, Issues in educational research, Perth, W.A., C1

journal article

Junior secondary students' perceptions of influences on their engagement with schooling

P Sullivan, A Mornane, V Prain, C Campbell, C Deed, S Drane, M Faulkner, A McDonough, C Smith

(2009), Vol. 53, pp. 176-191, Australian journal of education, London, Eng., C1

journal article
2008

a study of teachers' perspectives about using multimodal representations of concepts to enhance science learning

V Prain, B Waldrip

(2008), Vol. 8, pp. 5-24, Canadian Journal of Science, Mathematics and Technology Education, Abingdon, Eng., C1-1

journal article

Pre-service teachers' engagement with student wellbeing

L Taylor, V Prain, R Rosengren

(2008), Vol. 28, pp. 21-34, Curriculum perspectives, Berlin, Germany, C1-1

journal article
2007

Representation and learning about evaporation

R Tytler, V Prain

(2007), pp. 237-248, Contributions from science education research, Dordrecht, The Netherlands, B1

book chapter

Representational issues in students learning about evaporation

R Tytler, V Prain, S Peterson

(2007), Vol. 37, pp. 313-331, Research in Science Education, C1

journal article

The discourses of sexuality in curriculum documents on sexuality education: an Australian case study

C Farrelly, M O'Brien, V Prain

(2007), Vol. 7, pp. 63-80, Sex education, Abingdon, Eng., C1-1

journal article

Examining the effect of multiple writing tasks on year 10 biology students' understandings of cell and molecular biology concepts

V Prain

(2007), Vol. 35, pp. 343-373, Instructional science, Berlin, Germany, C1-1

journal article

Writing for learning in science: a secondary analysis of six studies

M Gunel, B Hand, V Prain

(2007), Vol. 5, pp. 615-637, International journal of science and mathematics education, Dordrecht, The Netherlands, C1-1

journal article

Student engagement in the middle years: a year 8 case study

B Tadich, C Deed, C Campbell, V Prain

(2007), Vol. 17, pp. 256-271, Issues in educational research, Rockingham, W.A., C1-1

journal article
2006

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

journal article

Learning from writing in secondary science: some theoretical and practical implications

V Prain

(2006), Vol. 28, pp. 179-201, International journal of science education, Abingdon, Eng., C1-1

journal article

Moving from border crossing to convergence of perspectives in language and science literacy research and practice

B Hand, V Prain

(2006), Vol. 28, pp. 101-107, International journal of science education, Abingdon, Eng., C1-1

journal article

An exploratory study of teachers' and students' use of multi-modal representations of concepts in primary science

V Prain, B Waldrip

(2006), Vol. 28, pp. 1843-1866, International journal of science education, Abingdon, Eng., C1-1

journal article
2004

Exploring students' responses to conceptual questions when engaged with planned writing experiences: a study with year 10 science students

B Hand, L Hohenshell, V Prain

(2004), Vol. 41, pp. 186-210, Journal of research in science teaching, Chichester, Eng., C1-1

journal article
2003

Using new technologies for learning: a case study of a whole-school approach

V Prain, B Hand

(2003), Vol. 35, pp. 441-458, Journal of research on technology in education, Philadelphia, Pa., C1-1

journal article
2002

Influences of writing tasks on students' answers to recall and higher-level test questions

B Hand, V Prain, C Wallace

(2002), Vol. 32, pp. 19-34, Research in science education, Dordrecht, The Netherlands, C1-1

journal article

Assessing explicit and tacit conceptions of the nature of science among preservice elementary teachers

J Craven, B Hand, V Prain

(2002), Vol. 24, pp. 785-802, International journal of science education, Abingdon, Eng., C1-1

journal article

Scientists as writers

L Yore, B Hand, V Prain

(2002), Vol. 86, pp. 672-692, Science education, Berlin, Germany, C1-1

journal article

Teachers implementing writing-to-learn strategies in junior secondary science: a case study

B Hand, V Prain

(2002), Vol. 86, pp. 737-755, Science education, Berlin, Germany, C1-1

journal article
1999

A writing in science framework designed to enhance science literacy

B Hand, V Prain, C Lawrence, L Yore

(1999), Vol. 21, pp. 1021-1035, International journal of science education, Abingdon, Eng., C1-1

journal article

Using the science writing heuristic as a tool for learning from laboratory investigations in secondary science

C Keys, B Hand, V Prain, S Collins

(1999), Vol. 36, pp. 1065-1084, Journal of research in science teaching, Hoboken, N.J., C1-1

journal article

Students perceptions of writing for learning in secondary school science

V Prain, B Hand

(1999), Vol. 83, pp. 151-162, Science education, Hoboken, N.J., C1-1

journal article
1998

'What's going to happen in the eclipse tonight?': rethinking perspectives on primary school science

C Boulter, V Prain, M Armitage

(1998), Vol. 20, pp. 487-500, International journal of science education, Abingdon, Eng., C1-1

journal article
1997

Textualizing your self in research: some current challenges

V Prain

(1997), Vol. 29, pp. 71-85, Journal of curriculum studies, Abingdon, Eng., C1-1

journal article

Multi(national)literacies and globalising discourses

V Prain

(1997), Vol. 18, pp. 453-467, Discourse: studies in the cultural politics of education, Abingdon, Eng., C1-1

journal article
1996

Writing for learning in the junior secondary science classroom: issues arising from a case study

V Prain, B Hand

(1996), Vol. 18, pp. 117-128, International journal of science education, Abingdon, Eng., C1-1

journal article

Writing for learning in secondary science: rethinking practices

V Prain, B Hand

(1996), Vol. 12, pp. 609-626, Teaching and teacher education, Kidlington, Eng., C1-1

journal article

Selves to discover, selves to invent: rethinking autobiographical writing in the English classroom

V Prain

(1996), Vol. 3, pp. 7-19, Changing English, Abingdon, Eng., C1-1

journal article
1995

Using discourse analysis to change physical education

V Prain, C Hickey

(1995), Vol. 47, pp. 76-90, Quest, Abingdon, Eng., C1-1

journal article

Funded Projects at Deakin

Australian Competitive Grants

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

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

Industry and Other Funding

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

Supervisions

Associate Supervisor
2017

Joseph Ferguson

Thesis entitled: A Video-Based Analysis of Science Students' Computer-Mediated Abductive Reasoning

Doctor of Philosophy (Education), School of Education