David Geelan

University of Notre Dame (Australia), School of Education, Sydney, Faculty Member

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Professor David Geelan is the National Head of the School of Education at the University of Notre Dame Australia. He has taught secondary school science in 4 Australian states and worked in teacher education in Papua New Guinea, Canada and Australia. David is a Fellow of the Australian College of Educators and a Senior Fellow of the Higher Education Academy.
Supervisors: Peter C. Taylor
Phone: +61755528647

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Noel B. Salazar

KU Leuven

Andreas Umland

National University of "Kyiv-Mohyla Academy"

Alejandro Pisanty

Universidad Nacional Autónoma de México

Beatrice Jauregui

University of Toronto

David Seamon

Kansas State University

Nicola Lucchi

Universidad Pompeu Fabra

Simon McIntyre

The University of New South Wales

Armando Marques-Guedes

UNL - New University of Lisbon

Enrico Cirelli

Università di Bologna

Patrick Lowenthal

Boise State University

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Courses by David Geelan

Constructivism: A Theory of Learning

This short course introduces the philosophical concept of 'constructivism' and explores its impli... more This short course introduces the philosophical concept of 'constructivism' and explores its implications for learning and teaching. You will be introduced to some important theories and theorists within the field, including Jean Piaget and Lev Vygotsky. You will learn the story of how constructivist thought developed, and how constructivism came to be one of the most influential theories in education.

10 video lessons805 views

A Brief Introduction to the Standard Model

The Standard Model in particle physics is a powerful way of organising our knowledge about the ma... more The Standard Model in particle physics is a powerful way of organising our knowledge about the materials that make up our universe and the forces and interactions between them. It explains nuclear fission and fusion, the behaviour of matter and electricity and an enormous variety of other features of the world around us. This short course introduces the features of the Standard Model in a way designed to be accessible to smart non-physicists.

7 video lessons394 views

A Brief Introduction to Quantum Theory

Quantum theory is a revolutionary way of thinking about physics, and sometimes challenges our int... more Quantum theory is a revolutionary way of thinking about physics, and sometimes challenges our intuition. Quantum ideas like the Uncertainty Principle and Schrodinger's Cat have also influenced thinking in the arts and other parts of life. This short course briefly introduces some of the history of how our current quantum understanding of the world was developed by a number of scientists during the 20th century, and explores its implications for our lives.

12 video lessons259 views

A Brief Introduction to Special Relativity and General Relativity

The Theory of Relativity is one of the most dramatic challenges to a 'classical' way of thinking ... more The Theory of Relativity is one of the most dramatic challenges to a 'classical' way of thinking about our universe. This short course considers the background of relativity from Galileo, and then explores in some detail the twin theories of Special Relativity and General Relativity. These were developed by Albert Einstein in the early 20th century, and have been extensively tested ever since. The course also considers the implications of relativity for things like travel to other planets.

12 video lessons311 views

Papers by David Geelan

Predicting the pKa Values of the Deprotonation Equilibria of Benzenonium Carbocations

Resonance, Feb 1, 2022

The p K a(H) value of the benzenonium carbocation (C 6 H 7 + , cy-clohexadienyl cation, Wheland i... more The p K a(H) value of the benzenonium carbocation (C 6 H 7 + , cy-clohexadienyl cation, Wheland intermediate) is −24.3 [1]. The Hammett’s reaction constant ( ρ ) value for the deprotonation equilibrium is 14.3 [2]. {fx283-01} Using this value, the Hammett substituent constant, ( σ X ) of any substituent (X) and the Hammett equation, p K H − p K X = ρσ , the p K a(X) values of any meta or para -substituted benzenonium carbocation deprotonation equilibria can be estimated.

Barriers and levers driving change in a STEM science subject in the Australian higher education sector: a focused study

Research in Science & Technological Education, Oct 6, 2020

Background: This study explored the challenges around enacting change in a STEM (Science, Technol... more Background: This study explored the challenges around enacting change in a STEM (Science, Technology, Engineering and Mathematics) subject at an Australian higher education institution and examined key elements required to ensure change. Purpose: The purpose of the study was to examine the barriers and levers driving change during the collaboration of discipline experts, in both science and education disciplines and professional staff across education and science faculties to change the delivery of an existing subject within a science faculty, from traditional lectures to an active learning approach. Sample: Participants from the education faculty and science faculty formed the participant interview pool of five academics for this study. Design and Methods: Research design of semi-structured interviews of participants was conducted to answer the research questions. Instruments were used to test the research questions, such as factors to facilitate and support change to teaching a science subject and the elements required for successful interdisciplinary collaboration for bringing about change to the teaching of a science subject. Thematic analyses were conducted on the data responses to answer the research questions. Results: The findings revealed that participants found that factors such as time, resources, understanding of and commitment to the proposed change represented potential barriers to change in the subject. The existence of multiple, time sensitive champions, additional human resources and a collaborative network of participants, however, were identified as some of the key elements that supported enacting changes to a science subject. Conclusions: The findings of the study provide insights to interdisciplinary collaborations enacting changes to the teaching of a science subject. For instance, the need for establishment of a dynamic network of participants engendered with multiple interdisciplinary expertise, as well as the need for a change champion and 3 | P a g e implementation champion, throughout the curriculum redesign , planning and implementation phases of the change.

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