Prof Vaughan Prain

Guiding student transduction in elementary school astronomy

V Prain, R Tytler

(2024), Journal of Research in Science Teaching, C1-1

Characterising a Representation Construction Pedagogy for Integrating Science and Mathematics in the Primary School

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

Guiding Science and Mathematics Learning when Students Construct Representations

V Prain, L Xu, C Speldewinde

(2023), Vol. 53, pp. 445-461, Research in Science Education, C1

Implementing a pedagogical cycle to support data modelling and statistical reasoning in years 1 and 2 through the Interdisciplinary Mathematics and Science (IMS) project

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

Addressing methodological challenges in research on aesthetic dimensions to classroom science inquiry

V Prain, J Ferguson, P Wickman

(2022), Vol. 44, pp. 735-752, International Journal of Science Education, London, Eng., C1

Associations between Australian students' literacy achievement in early secondary school and senior secondary participation in science: accessing cultural and science capital

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

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

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

Challenges in designing and assessing student interdisciplinary learning of optics using a representation construction approach

L Xu, V Prain, C Speldewinde

(2021), Vol. 43, pp. 844-867, International Journal of Science Education, C1

What teachers learn from science and arts integration in a design-based learning framework: An Australian study

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

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

Writing futures in English

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

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

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

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

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

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

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

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

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

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

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

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

Drawing to learn in science

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

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

Enablers and constraints in achieving integration in a teacher preparation program

C Deed, P Cox, V Prain

(2011), Vol. 36, Australian Journal of Teacher Education, C1-1

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

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

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

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

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

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

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

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

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

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

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

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

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

Scientists as writers

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

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

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