Publications
R Tytler, V Prain, M Kirk, J Mulligan, C Nielsen, C Speldewinde, P White, L Xu
(2023), Vol. 21, pp. 1153-1175, International Journal of Science and Mathematics Education, C1
J Mulligan, R Tytler, V Prain, M Kirk
(2023), Mathematics Education Research Journal, C1
Interdisciplinary aesthetics when Science and Drama are linked
Vaughan Prain, Russell Tytler, jo Raphael
(2023), Vol. 8, pp. 1-5, Frontiers in Education, Lausanne, Switzerland, C1
Expanding the Languages of Science and How They Are Learnt
R Tytler, V Prain, S Hannigan
(2022), Vol. 52, pp. 379-392, Research in Science Education, C1
Aesthetics, affect, and making meaning in science education: an introduction
P Wickman, V Prain, R Tytler
(2022), Vol. 44, pp. 717-734, International Journal of Science Education, C1
The role of aesthetics in learning science in an art-science lesson
S Hannigan, P Wickman, J Ferguson, V Prain, R Tytler
(2022), Vol. 44, pp. 797-814, International Journal of Science Education, C1
Theorising Learning in Science Through Integrating Multimodal Representations
V Prain, R Tytler
(2022), Vol. 52, pp. 805-817, Research in Science Education, C1
V Prain, J Ferguson, P Wickman
(2022), Vol. 44, pp. 735-752, International Journal of Science Education, London, Eng., C1
G Cooper, D Thomas, V Prain, S Fraser
(2022), pp. 1-16, International Journal of Science Education, London, Eng., C1
Supporting Student Transduction of Meanings Across Modes in Primary School Astronomy
R Tytler, V Prain
(2022), Vol. 7, pp. 1-17, Frontiers in Communication, Lausanne, Switzerland, C1
Guiding Science and Mathematics Learning when Students Construct Representations
V Prain, L Xu, C Speldewinde
(2022), Research in Science Education, C1
Teacher professional learning in large teaching spaces: An Australian case study
V Prain, T Muir, V Lovejoy, C Farrelly, S Emery, D Thomas, C Deed, R Tytler
(2022), Vol. 32, pp. 1548-1566, Issues in Educational Research, Perth, W.A., C1
Science, Drama and the Aesthetic
Russell Tytler, Vaughan Prain
(2021), pp. 259-272, Science and drama : contemporary and creative approaches to teaching and learning, Cham, Switzerland, B1
Rethinking Disciplinary Links in Interdisciplinary STEM Learning: a Temporal Model
R Tytler, V Prain, L Hobbs
(2021), Vol. 51, pp. 269-287, Research in Science Education, C1
Team teaching in large spaces: three case studies framed by relational agency
V Prain, S Emery, D Thomas, V Lovejoy, C Farrelly, L Baxter, D Blake, C Deed, M Edwards, D Fingland, A Mooney, T Muir, K Swabey, R Tytler, E Workman, T Daniel-Zitzlaff, J Henriksen
(2021), Vol. 33, pp. 272-285, Teaching Education, C1
L Xu, V Prain, C Speldewinde
(2021), Vol. 43, pp. 844-867, International Journal of Science Education, C1
V Lovejoy, V Prain, C Musk, L Poljak, D Roberts, I Stewart
(2021), Vol. 31, pp. 149-165, Issues in Educational Research, Perth, W.A., C1
An interdisciplinary approach to primary school mathematics and science learning
R Tytler, J Mulligan, V Prain, P White, L Xu, M Kirk, C Nielsen, C Speldewinde
(2021), Vol. 43, pp. 1926-1949, International Journal of Science Education, C1
Russell Tytler, Vaughan Prain, Joseph Ferguson, John Cripps Clark
(2020), pp. 1-20, Methodological Approaches to STEM Education Research - Volume 1, Cambridge, Eng., 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
Revisiting Peirce's account of scientific creativity to inform classroom practice
J Ferguson, V Prain
(2020), Vol. 52, pp. 524-534, Educational Philosophy and Theory, London, Eng., 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
(2020), Vol. 23, pp. 153-165, Learning environments research, Dordrecht, The Netherlands, C1
V Lovejoy, D Thomas, L Mow, C Edgar, S Alford, V Prain
(2020), Vol. 55, pp. 5-14, English in Australia, Norwood, S.A., C1
Future research in learning with, through and from scientific representations
V Prain
(2019), Vol. 49, pp. 151-168, Theorizing the future of science education research, Cham, Switzerland, B1
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
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
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
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
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
Linda Hobbs, Cheryl Jakab, Victoria Millar, Vaughan Prain, Christine Redman, Christopher Speldewinde, Russell Tytler, Jan van Driel
(2017), Melbourne, Vic., A6
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
Using multimodal representations to support learning in the science classroom
B Hand, M Mcdermott, V Prain
(2016), Cham, Switzerland, A7-1
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
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
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
V Prain, V Lovejoy, D Edwards
(2015), pp. 77-96, Personalising learning in open-plan schools, Rotterdam, The Netherlands, B1-1
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
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
V Prain, B Waldrip, V Lovejoy
(2015), pp. 143-162, Personalising learning in open-plan schools, Rotterdam, The Netherlands, B1-1
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
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
Writing and representing to learn in science
V Prain
(2015), pp. 327-339, Darwin-inspired learning, Rotterdam, The Netherlands, B1-1
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
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
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
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
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
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
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
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
C Che Wan Ibrahim, V Prain, P Collet
(2014), Vol. 14, pp. 29-42, GEMA online journal of language studies, Selangor, Malaysia, C1-1
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
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
B Waldrip, P Hubber, V Prain
(2013), pp. 151-170, 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
Language, learning, and science literacy
V Prain, B Hand
(2013), pp. 153-174, Elementary science teacher education: international perspectives on contemporary issues and practice, Abingdon, Eng., B1-1
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
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
B Waldrip, V Prain, P Sellings
(2013), Vol. 41, pp. 165-189, Instructional science, Dordrecht, The Netherlands, C1-1
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
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
V Prain, R Tytler
(2012), Vol. 34, pp. 2751-2773, International journal of science education, Oxon, England, C1
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
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
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
S Ainsworth, V Prain, R Tytler
(2011), Vol. 333, pp. 1096-1097, Science, Washington, D.C., C1
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
G Tshering, V Prain
(2011), Vol. 17, pp. 263-281, Educational research and evaluation, Abingdon, Eng., C1-1
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
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
B Hand, L Yore, S Jagger, V Prain
(2010), Vol. 46, pp. 45-68, Studies in science education, Abingdon, Eng., C1-1
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
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
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
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
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
V Prain, B Waldrip
(2008), Vol. 8, pp. 5-24, Canadian Journal of Science, Mathematics and Technology Education, Abingdon, Eng., C1-1
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
Representation and learning about evaporation
R Tytler, V Prain
(2007), pp. 237-248, Contributions from science education research, Dordrecht, The Netherlands, B1
Learning the Literacies of Science
V Prain
(2007), pp. 183-201, The Art of Teaching Primary Science, London, Eng., B1
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
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
V Prain
(2007), Vol. 35, pp. 343-373, Instructional science, Berlin, Germany, C1-1
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
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
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
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
B Hand, V Prain
(2006), Vol. 28, pp. 101-107, International journal of science education, Abingdon, Eng., C1-1
V Prain, B Waldrip
(2006), Vol. 28, pp. 1843-1866, International journal of science education, Abingdon, Eng., C1-1
B Hand, L Hohenshell, V Prain
(2004), Vol. 41, pp. 186-210, Journal of research in science teaching, Chichester, Eng., C1-1
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
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
J Craven, B Hand, V Prain
(2002), Vol. 24, pp. 785-802, International journal of science education, Abingdon, Eng., C1-1
L Yore, B Hand, V Prain
(2002), Vol. 86, pp. 672-692, Science education, Berlin, Germany, C1-1
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
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
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
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
'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
Textualizing your self in research: some current challenges
V Prain
(1997), Vol. 29, pp. 71-85, Journal of curriculum studies, Abingdon, Eng., C1-1
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
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
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
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
Using discourse analysis to change physical education
V Prain, C Hickey
(1995), Vol. 47, pp. 76-90, Quest, Abingdon, Eng., C1-1
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, Dr Christine Redman, Prof Jan Van Driel, Dr Victoria Millar
The Invergowrie Foundation
- 2017: $36,075
Supervisions
Joseph Ferguson
Thesis entitled: A Video-Based Analysis of Science Students' Computer-Mediated Abductive Reasoning
Doctor of Philosophy (Education), School of Education