Prof Vaughan Prain

STAFF PROFILE

Position

Professor, Science Interdisciplinary Education Research

Faculty

Faculty of Arts and Education

Department

SoE Arts & Ed

Campus

Geelong Waurn Ponds Campus

Contact

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

Publications

Filter by

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

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

Drawing to reason and learn in science

R Tytler, V Prain, G Aranda, J Ferguson, R Gorur

(2019), pp. 1-23, Journal of Research in Science Teaching, London, Eng., C1

journal
2018

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

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

chapter

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
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
2016

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

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
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

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

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

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

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

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

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

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

chapter

Writing and representing to learn in science

V Prain

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

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
2014

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

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

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

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

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

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

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

chapter
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

chapter

Structuring learning sequences

R Tytler, P Hubber, V Prain

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

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

chapter

Assessment

B Waldrip, P Hubber, V Prain

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

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

chapter

Representing and learning in science

V Prain, R Tytler

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

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

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

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

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

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

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

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

chapter
2012

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

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

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

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

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

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

chapter
2011

Drawing to learn in science

S Ainsworth, V Prain, R Tytler

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

journal

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

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

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
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

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

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
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

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

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

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
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

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
2007

Representation and learning about evaporation

R Tytler, V Prain

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

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

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

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

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

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
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

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

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

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
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
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
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

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

Scientists as writers

L Yore, B Hand, V Prain

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

journal

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
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

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

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
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
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

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
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

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

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
1995

Using discourse analysis to change physical education

V Prain, C Hickey

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

journal

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

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

  • 2019: $199
  • 2018: $1,342
  • 2017: $71,820
  • 2016: $39,408

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: $144,963
  • 2018: $154,533

Other Public Sector Funding

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

Industry and Other Funding

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

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