ANNUAL

CONFERENCE

Cairns
Convention Centre

27–30 June 2023

1

Image credit: Tourism Tropical North Queensland

 Contents
Welcome from the Conference Organisers ................................................................................... 3
Conference Overview ................................................................................................................... 4
Thank you to our Conference Sponsor, Exhibitor and Supporters ............................................... 5
A Brief Guide to Cairns ................................................................................................................. 7
Cairns Convention Centre Contact Information and Floor Plan .................................................... 8
Important Information for Delegates ............................................................................................. 9
Conference Program – Tuesday June 27 ................................................................................... 13
Parallel Presentation Program – Wednesday June 28 ............................................................... 14
Parallel Presentation Program – Thursday June 29 ................................................................... 17
Parallel Presentation Program – Friday June 30 ........................................................................ 20
Poster Presentation Schedule .................................................................................................... 21
Paper Abstracts .......................................................................................................................... 24
Wednesday Parallel Sessions ................................................................................................. 25
Thursday Parallel Sessions ..................................................................................................... 48
Friday Parallel Sessions .......................................................................................................... 65
Poster Abstracts.......................................................................................................................... 71
Symposium Abstracts ................................................................................................................. 82

The Cairns Convention Centre

Image credit: Tourism Tropical North Queensland

2
 Welcome from the Conference Organisers
Welcome to the 2023 ASERA Annual Conference in the beautiful tropical city of Cairns,
Australia. We are delighted to gather for our first face-to-face conference since 2019, bringing
together leading researchers, educators and practitioners in the field of science education from
across Australasia and beyond.
This year's conference promises to be an engaging and thought-provoking event, with a
focus on exploring contemporary research, innovative approaches and effective practices that
promote excellence in science education. ASERA54 presents a unique opportunity to foster
collaboration and exchange of ideas that will shape the future of science education in our region.
There is a diverse range of topics explored in this year’s paper and poster presentations,
including artificial intelligence, STEM education, pre-service and in-service science teacher
education and professional development, mental health and wellbeing, inclusive science
education and sustainability education, to name a few. They invite us to reflect on how science
education can help us adapt and respond to a rapidly evolving world and offer solutions to the
complex problems we face, while inspiring curiosity and cultivating innovation and critical thinking
among our students.
The conference program also features a range of symposia and interactive workshops.
Leading science education researchers will share their insights and experiences, addressing
critical issues such as science education in the Anthropocene, exploring the research landscape
and instructional design practices in climate change education, and developing skills for reviewing
for Research in Science Teaching, ASERA’s flagship research journal. We are also delighted to
welcome A/Prof. Alberto Bellocchi and Dr James Davis from QUT, as hosts of this year’s
‘Seaside Chat’ for research students and early career researchers.
Beyond the formal sessions, the conference provides an excellent platform for networking
and building connections with colleagues who share a passion for science education. Engage in
lively discussions, exchange ideas and forge collaborations that will advance science education
research and practice. We hope that you can join us for the conference dinner, and perhaps spend
some time enjoying all that Cairns has to offer.
Thank you very much to our HDR conference volunteers for their time and generosity of
spirit: Philip Kairns (Monash University), Jing Zhang (Monash University), Amrita Kamath
(Deakin University) and Ricardo Bruno Hernández-Alvarado (Curtin University). We also
thank the team of volunteers, HDRs and academics, who worked to review the conference
abstracts. Finally, a very big thank you to ASERA Executive Officer, Tabetha Spiteri, for her
endless time and energy in supporting all aspects of conference planning.
Again, we extend our warmest welcome to ASERA54, and wish you an inspiring and
enjoyable conference experience.

A/Prof. Louisa Tomas Engel, Dr Tanya Doyle and Dr Subhashni Taylor.

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 Conference Overview
Tuesday June 27 Conference Registrations (Speaker Preparation room open)
4:00pm-5:00pm
Conference Welcome and Opening
5:00pm-7:30pm

Wednesday June 28 Registration Desk

Opens at 8:00am
Parallel Sessions
8:30am-4:25pm. Book launch scheduled during morning
tea. HDR/ECR Seaside Chat
4:30pm-6:30pm
ASERA Board Meeting
5:00pm-7:00pm, followed by dinner at 7:30pm

Thursday June 29 Registration Desk

Opens at 8:00am
Parallel Sessions
8:30am-3:00pm. Poster session scheduled during lunch.
ASERA Annual General Meeting
3:00pm-4:00pm
Conference Dinner
6:00pm-10:00pm

Friday June 30 Registration Desk

Opens at 8:30am
Parallel Sessions
9:00am-2:30pm. Poster session scheduled during lunch.
Conference Closes
The Conference will conclude at 2:30pm, with a repeat symposium.
Delegates who do not wish to attend the symposium may choose to
leave after lunch.

Be part of the ASERA community

[Link]

A special thank you to our ASERA website creators, David Geelan and Tabetha Spiteri.

Social Media
Follow us on Twitter (@ASERAeducation) and Linkedin for updates on the conference
and for information on other science education research events. When posting about
the conference on social media, please use the official conference hashtag
(#ASERA54), and if posting on Twitter or LinkedIn, do tag us.

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 Thank you to our Conference Sponsor,
Exhibitor and Supporters

Conference Sponsor

[Link]

Conference Exhibitor

A Springer Exhibition booth will be located in the Auditorium Mezzanine Foyer, from Wednesday
to Friday of the conference.

Conference Supporters
● Tourism Tropical North Queensland ● Benson Hotel Cairns
● Hilton Cairns ● Pullman Reef Hotel Casino
● Double Tree by Hilton Cairns ● Holiday Inn Cairns Harbourside
● Pullman Cairns International ● Sunshine Tower Hotel Cairns
● Novotel Cairns Oasis Resort

Image credit: Tourism Tropical North Queensland

JCU offers a range of postgraduate research degrees that offer advanced study for experienced
professionals in Education and related fields, that cater for people in, or aspiring to, leadership
roles in education settings. Pursue a project in Education that excites you and makes a
difference in your professional context.

You can study a:

• Graduate Certificate of Research Methods
• Graduate Diploma of Research Methods
• Master of Education – majoring in Educational Leadership or Educational Research*
• Master of Philosophy
• Professional doctorate (EdD)
• Doctorate (PhD)

*Generous credit options in recognition of 5 years of full-time (or equivalent) professional

experience. Career Development major coming in 2024.

Study online or on-campus on one of our three tropical campuses, Townsville, Cairns or
Singapore.

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 A Brief Guide to Cairns
We hope you can find some time to relax and enjoy all that Cairns has to offer. Some highlights
are offered below. You can also browse Tourism Tropical North Queensland for things to do.

Cairns airport
There is a range of transport options to and from Cairns airport, including taxis, car hire,
ride-share and local shuttle buses. Please see the following website for more
information.

Getting around Cairns

Once you are in the Cairns CBD, you can easily get around via foot or public eScooters.
Sunbus is a public bus service that operates throughout the Cairns CBD, all the way
from the northern beaches to the southern suburbs.

Cairns and Great Barrier Reef Deals

Want to dive on the iconic Great Barrier Reef? How about explore the Wet Tropics World
Heritage Rainforest? Explore Cairns and the Great Barrier Reef with these fantastic offers,
courtesy of Tourism Tropical North Queensland.

Things to do and places to eat

If you have an opportunity to stay a little longer in North Queensland, either before or after the
conference, there are lots of places that you can explore, close by:

● Kuranda Skyrail and Scenic Railway. Spend a day in Kuranda, the village in the
rainforest.
● The Cairns Aquarium in the CBD.
● The Reef Hotel Casino, which includes Cairns Zoom and Wildlife Dome.
● If time permits, the beautiful Atherton Tablelands is just an hours’ drive over the Kuranda
Range. Discover a gourmet food trail.
● North of Cairns, you’ll find the beautiful northern beaches, including Palm Cove. Keep
driving, and you’ll find Port Douglas and Mossman for amazing Daintree Rainforest
experiences.
● For an amazing Great Barrier Reef experience, Reef Magic operates cruise day trips
direct from Cairns to the Reef Magic activity pontoon located on the outer reef.

There are a range of diverse restaurant and shopping options in the Cairns CBD:

● A guide to the Cairns Esplanade Dining Precinct.

● Bars and breweries in the Cairns CBD.
● Shopping and markets in Cairns.

Image credit: Tourism Tropical North Queensland

 Cairns Convention Centre
Contact Information and Floor Plan
W: [Link]
Location: Corner of Wharf & Sheridan Street, Cairns 4870 Queensland Australia
Phone: (07) 4042 4200. Office is open Monday to Friday from 8:30am to 5:00pm.

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 Important Information for Delegates
COVID19 Restrictions
There are currently no COVID19 restrictions in place in Queensland.

Complimentary WiFi
Network: CCC Convention
Password: Cairns2023

Note that the Cairns Convention Centre is a non-smoking/non-vaping venue. The designated
smoking area is at the street-end of City Terrace ramp.

Refreshments
Morning tea, lunch and afternoon tea is included for all delegates, and a water station will be
available for the duration of the conference. Coffee and tea are available upon arrival each
morning. Catering will be served in the Auditorium Mezzanine Foyer on Level 1.

Name Badges
You will be issued a name badge that identifies you and your conference registration when you
first check in at the registration desk. Your name badge serves as your conference pass, so
please wear it at all times, at all conference events.

Speaker Preparation Room

Please visit the technician in the speaker preparation room no later than registration opening on
the morning of your scheduled paper preparation – day or two before is better. Please have
your PowerPoint presentation loaded on a USB stick to share with the technician. The speaker
preparation room will also be open from 3.00-4.00pm during Tuesday’s conference registration,
if you’d like to get in early. Presenters are not required to upload their presentations in their
scheduled meeting room.

Mobile Phones
As a courtesy to presenters and other delegates, please ensure that your mobile phone is silent
or switched off during all sessions and conference events.

Symposium Presentations
Symposium presentation sessions are allocated a double conference slot and may consist of 3-
4 paper papers about a common theme. It is expected that half the time will be allocated to
questions and discussion.

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 Instructions for Session Chairs
Paper presentation sessions will be allocated 20 minutes for the presentation time and 15-20
minutes for questions and discussion time. To ensure the program runs to schedule, please
adhere strictly to the program, as provided. If a presenter does not arrive for their presentation,
please do not move other presenters forward, but rather, wait until the scheduled time to begin
the next presentation. Please introduce the author/s and paper title at the start of each
presentation. At the end of the presentation, please thank the authors and facilitate question
time.

Instructions for Presenters

Paper presentation sessions will be allocated 20 minutes for the presentation time and 15-20
minutes for questions and discussion time. Presenters need to be able to engage the audience
in critical, but positive, conversation between researcher and audience. Please be in your
session room 10 minutes prior to the start of your session to ensure that the conference
program runs on-time. Your Chair will brief you about the format of your session before the
commencement of presentations. On the day, please ask audience members to provide their
email address if they want a copy of your paper so you can distribute it electronically after the
presentation.

Instructions for Poster Presenters

Poster presenters are expected to be present at their poster for questions and discussion during
their scheduled poster sessions over lunch on Thursday or morning tea on Friday. If you wish to
keep your poster, please collect it at the conclusion of your scheduled day.

Image credit: The Cairns Convention Centre

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 Conference Program – Tuesday June 27

Time Activity

Conference Registration
Cairns Convention Centre – Main Foyer (Ground Level)
4:00pm-5:00pm
The speaker preparation room will be open during this time and
the welcome reception.

Conference Welcome & Reception

Cairns Convention Centre – Auditorium Mezzanine Foyer (Level 1)
5:00pm-6:30pm Welcome to Country
Opening address by conference organisers
Light refreshments

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Image credit: Tourism Tropical North Queensland

 Parallel Presentation Program – Wednesday June 28

Parallel Session #1 Parallel Session #2 Parallel Session #3 Parallel Session #4 Parallel Session # 5
Time
Meeting Room M6 Meeting Room M4 Meeting Room M3 Meeting Room M2 Meeting Room M5

Registration opens at 8:00am in the Main Foyer (Level 1)

Session Chair: Nathan Berger

Session Chair: Wendy Nielsen Session Chair: Ange Fitzgerald Session Chair: Connie Cirkony Session Chair: Mihye Won
HDR Volunteer: Ricardo Bruno
HDR Volunteer: Amrita Kamath HDR Volunteer: Phil Kairns HDR Volunteer: Jing Zhang HDR Volunteer: Jing Zhang
Hernández-Alvarado

Triumphs, tensions and future

The Role of Physics Teachers in Junior directions in contemporary Australian
8:15am Country as teacher in the
Science Programs primary science teacher education: A
Intentions to study secondary development of cross-cultural Drawing scientific explanations to
Jared Carpendale [Academic], Rebecca landscape analysis
science: A latent profile analysis Indigenous science environmental learn and practice science: Who
Cooper [Academic], John Cripps Clark Ange Fitzgerald [Academic], Reece
from a multiple goals perspective education benefits?
[Academic], Merryn Dawborn-Gundlach Mills [ECR], Kimberley Pressick-
Nathan Berger [Academic] Holly Randell-Moon [Academic], Mihye Won [Academic]
[Academic], Victoria Millar [Academic], Kilborn [Academic], Linda Pfeiffer
Nick Ruddell [Academic]
Saeed Salimpour [Academic] [Academic], James Deehan
[Academic]

Does improving numeracy Teaching Primary Science Exploring a strengths-based

Science teacher perspectives on Motivating Physics Learning with
improve first year university Constructively: Editors’ reflections on approach to teaching Indigenous
teaching writing in high school science Mathematical Representations
chemistry attitudes and changes over 25 years in this and Western Sciences in Initial
8:50am classrooms Anastasia Popkova [HDR
achievement? research-based university text Teacher Education
Wendy Nielsen [Academic], Helen student], David Blair [Supervisor],
Jessica Newbury [HDR student], Keith Skamp [Academic], Chris Connie Cirkony [Academic],
Georgiou, Honglin Chen, Annette Turney David Treagust
Carol Aldous [Supervisor] Preston [Academic] Jennifer Mansfield [Academic]

Building confidence in scientific inquiry

The complexity of biology teachers’
skills with pre-service primary school
Affective Learning outcomes in interpretation of metacognition: A case
teachers
Problem-Based Guided Inquiry study in Indonesia
9:25am Dana Burfeind [Academic, Science
Chemistry Labs Dian Anggriani Melinda [HDR student],
Specialist Teacher], Christine Devine
Frackson Mumba [Academic] Wanty Widjaja [Supervisor], Russell
[Academic], Emma-Lee Steindl,
Tytler [Supervisor]
Joshua Wang

10:00am MORNING TEA | Auditorium Mezzanine Foyer

Session Chair: Vaille Dawson Session Chair: Peta White Session Chair: Hilary Session Chair: Rajinder Kaur
Session Chair: Coral Campbell
Whitehouse Attar Singh
HDR Volunteer: Ricardo Bruno HDR Volunteer: Amrita Kamath
HDR Volunteer: Phil Kairns
Hernández-Alvarado HDR Volunteer: Jing Zhang HDR Volunteer: Jing Zhang

10:30am Teacher Strategies that Promote Unpacking authentic inquiry: The pursuit Educating for citizen science to
Early childhood science or STEM – Science and sustainability
Engagement and Argumentation of creativity for transformative outcomes counter extinction: Remarkable
dilemmas in practice education: Rethinking the
about Socioscientific Issues (SSI) in contemporary primary science outcomes for bat conservation in
Coral Campbell [Academic], Chris narrative
Amongst Year 7 Students Melinda Kirk [HDR student], Joseph far north Queensland
Speldewinde [Academic] Simone Blom [Academic]
Vaille Dawson [Academic] Ferguson [Supervisor], Peta White Hilary Whitehouse [Academic],

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 [Supervisor] Maree Treadwell Kerr, Sera
Steves, Melanie Smith, Noel
Preece

Conceptualisation of the design of

online interventions to enhance young
Exploring the learning dimensions
Improving audience experiences Investigating the teacher role that children’s STEM engagement through Urban Students’ Scientific Literacy
of citizen science mosquito
of data collection through supports Inquiry-Based Learning the Invergowrie STEM Hub for Citizenship through a
monitoring
integrated evaluation methods Deborah de Ridder [HDR student], Lihua Xu [Academic], Jiqing Sun Philosophy Lens
11:05am Larissa Braz Sousa [Academic],
Olivia McRae [HDR student], Matthew Kearney [Supervisor], Tracey- [ECR], Linda Hobbs, Coral Campbell, Waralee Sinthuwa [HDR student],
Yaela Golumbic [ECR], Peter
Alice Motion [Supervisor], Reyne Ann Palmer [Supervisor] George Aranda, Bridgette Van Chatree Faikhamta [Supervisor], P
Rutledge, Cameron Webb, Craig
Pullen [Supervisor] Leuven, Richard Botto, Jan van Driel, John Williams [Supervisor]
Williams, Alice Motion
Victoria Millar, Sarika Kewalramani,
Tianchong Wang

Independent Research Projects: Effects of cooperative concept

Examining Pre-Service Teachers’ Educator Interactions with Toddlers &
Implementing Guided Inquiry in Senior Exploring their Affordances, mapping on students’
Experiences and Self-Efficacy Preschoolers to Support STEM
Secondary Biology: Affordances of Constraints and Effective Teacher understanding of, and attitudes
around the use of Gamification in Experiences
11:40am Teacher-Researcher Collaboration Practices in Senior Secondary towards Science: A study in a
their learning and classrooms Christine Tippett [Academic], Todd M.
Amrita Kamath [HDR student], Peta Science rural Malaysian school
Rachel Sheffield [Academic], Milford [Academic], Roxana Yanez
White [Supervisor] George Harb [HDR student], Rajinder Kaur Attar Singh [ECR],
Rekha Koul [Academic] Gonzalez [Academic]
Tracey-Ann Palmer [Supervisor] Vaille Dawson [Academic]

LUNCH | Auditorium Mezzanine Foyer

12:15pm
BOOK LAUNCH | How to Become an Entrepreneurial Teacher | Being Innovative, Leading Change | By James P. Davis

Session Chair: Jennifer

Mansfield Session Chair: Sara Brownell Session Chair: Len Unsworth Session Chair: Joe Ferguson Session Chair: Michael Graffin

HDR Volunteer: Ricardo Bruno HDR Volunteer: Amrita Kamath HDR Volunteer: Phil Kairns HDR Volunteer: Jing Zhang HDR Volunteer: Jing Zhang
Hernández-Alvarado

1:00pm Pre-service elementary teachers'

Teacher insights about the
Visualisation Type and Frequency in planning and reflecting on science
principles of problem-based Disclosure decisions: Exploring the Guiding student transduction in
Final Year High School Science classes using VR/AR contents:
learning in STEM education concealable stigmatised identities of elementary school astronomy
Examinations Focusing on TPACK analysis
Jennifer Mansfield [Academic], science instructors Russell Tytler [Academic],
Len Unsworth [Academic], Michele Hyun-Jung Cha [Academic], Seok-
Kathy Smith, Amanda Berry, Sara Brownell [Academic] Vaughan Prain [Academic]
Herrington [Academic] Hyun Ga [Academic], Hye-Gyoung
Peter Ellerton
Yoon [Academic]

Primary teachers’ adaptive

Exploring school students’ use of
expertise in interdisciplinary
engineering notebooks to
mathematics and science Measuring Creativity in Science –
Flexible, creative, constructive, and articulate and reflect upon team
teaching: A case study of two The impact of research and teaching on Refinement of a Pre-Post Assessment
collaborative: The makings of an processes and learning in a STEM
1:35pm schools graduate student depression of Creativity in Scientific Contexts
authentic science inquiry task robotics competition
Gahyoung Kim, Lihua Xu, Katelyn Cooper [Academic] Lisa Martin-Hansen [Academic, ECR],
Connie Cirkony [Academic] Michael Graffin [HDR student],
Amanda Berry, Colleen Vale, Jan Allyson Piersma [HDR student]
Rachel Sheffield [Supervisor],
van Driel, Wanty Widjaja, Joe
Rekha Koul [Supervisor]
Ferguson

Teachers as innovators: The upside to depression: Evaluating secondary student Enacting science inquiry as habits:
2:10pm Understanding the contextual Undergraduates benefit from an conceptual understanding of photon The potential for change
realities of schools for teachers instructor revealing depression in a large- interference Joe Ferguson [Academic], Melinda

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 developing a Problem Based enrollment physiology course Kyla Adams [HDR student], Tejinder Kirk [HDR student]
Learning framework to enhance Sara Brownell [Academic] Kaur [Academic], David Blair
STEM education [Supervisor], David Treagust
Lucas Johnson [HDR student] [Supervisor]

2:45pm AFTERNOON TEA | Auditorium Mezzanine Foyer

Session Chair: Subhashni Appanna Session Chair: Chris Preston Session Chair: Amanda Peters

HDR Volunteer: Amrita Kamath HDR Volunteer: Phil Kairns HDR Volunteer: Jing Zhang

Inclusive STEAM learning in culturally

Symposium: Enduring competencies to empower valued play-based experiences: A Arts-based research uncovers the
3:15pm Reviewing for RISE: A workshop students through science education in case study in an early childhood complexities of STEM education
to hone your skills Aotearoa New Zealand centre in Australia Amanda Peters [HDR Student], Peta
Sara Tolbert [Academic], Bronwen Cowie Shukla Sikder [Academic], Jahirul
[Academic], Pauline Waiti, Rosemary Mullick [Academic], Anamika Devi White [Supervisor], Jo Raphael
Authors/Presenters:
Wendy Nielsen, Kim Nichols, Co- Hipkins [Academic], Muhammad Alamgir [Supervisor]
Presenters: Hossain [HDR student]
Angela Fitzgerald
David Geelan Shifting from Concepts to Systems:
Understanding student emotion to inform Pre-service Science Teachers’
HDR Volunteer: Ricardo Bruno responsive science inquiry teaching Perceptions of Using Systems
Hernández-Alvarado practices Embodied learning in Early Years Thinking in STEAM Education
3:50pm Subhashni Appanna [ECR]. Alberto science: Draw like a scientist
Katelyn Mills [HDR Student], Hye-
Bellocchi [Academic], James Davis Chris Preston [Academic]
[Academic] Eun Chu [Supervisor], Sonya Martin
[Academic], Michael Cavanagh
[Supervisor]

4:25pm Wednesday’s Parallel Presentations Conclude

HDR/ECR SEASIDE CHAT (2 hours) | Meeting Room M5

4:30pm
Light refreshments and canapes 6:30-7:30pm

5:00pm ASERA BOARD MEETING (2 hours) | Meeting Room BC2 and BC3

7:30pm–
ASERA BOARD DINNER | Hemmingway’s Brewery
9:30pm

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 Parallel Presentation Program – Thursday June 29
Parallel Session #1 Parallel Session #2 Parallel Session #3 Parallel Session #4 Parallel Session #5
Time Meeting Room M6 Meeting Room M4 Meeting Room M3 Meeting Room M2 Meeting Room M5

Registration opens at 8:00am in the Main Foyer (Level 1)

Session Chair: Mareike Frevert Session Chair: Tracey-Ann Session Chair: Louisa Tomas
Session Chair: James Davis Session Chair: Nicole Fairhurst
Palmer Engel
HDR Volunteer: Ricardo Bruno
HDR Volunteer: Amrita Kamath HDR Volunteer: Phil Kairns
Hernández-Alvarado HDR Volunteer: Jing Zhang HDR Volunteer: Jing Zhang

Students’ perceptions of immersive

virtual reality to learn chemistry
Dewi Ayu Kencana [HDR Student], Innovation-led evidence and
8:15am
Mihye Won [Supervisor], Ricardo evidence-led innovation: Shaping Can facial and mouse/keyboard
Girls in STEM: Engagement with Toward a pedagogy of multispecies
Bruno Hernandez-Alvarado [HDR science education innovation cultures tracking be used to monitor student
industry care in science teacher education
student], David Treagust through an entrepreneurial engagement in online learning?
Coral Campbell [Academic] Sara Tolbert [Academic]
[Supervisor], Mauro Mocerino perspective Tracey-Ann Palmer [Academic]
[Supervisor], Henry Matovu [HDR James Davis [Academic]
student], Roy Tasker [Supervisor],
Chin-Chung Tsai [Supervisor]

Analysis of students’ social

interactions while learning science
concepts in collaborative immersive
virtual reality Exploring instructor visibility in
Cognitive Demands of Senior Science Integrated STEM Education and How well does the F-10 Australian
Henry Matovu [HDR Student], video-based instruction in
Curricula: A Case Study of Intention Girls’ Emerging STEM Identities Curriculum prepare students to be
Mihye Won [Supervisor], Ricardo secondary school science
and Practice Tabetha Spiteri [HDR student], water literate citizens?
8:50am Bruno Hernandez-Alvarado [HDR Steve Griffiths [HDR Student],
Claudia Johnson [HDR Student], Amanda Berry [Supervisor], Louisa Tomas Engel [Academic],
student], David Treagust Christine McDonald [Academic],
Helen Boon [Supervisor], Maree Rebecca Cooper [Supervisor], Jared Reece Mills [Academic]
[Supervisor], Mauro Mocerino Chris Campbell [Academic], Harry
Dinan Thompson [Supervisor] Carpendale [Supervisor]
[Supervisor], Dewi Ayu Kencana Kanasa [Academic]
Ungu [HDR student], Chin-Chung
Tsai [Supervisor], Roy Tasker
[Supervisor]

Is Scientific Literacy Universal?

Contesting the Curriculum: How an STEMinist Stories: How tertiary Exploring the role of goal Conceptualization Of ‘regional
Approaches for an understanding of Email Discussion List Shaped the STEM experiences impact future orientations and self-efficacy in Scientific Literacy’ And
fundamental research about Debate on Secondary Science career trajectory (a narrative high school science learners’ Development Of Program For
9:25am chirality with immersive VR Education in Queensland. approach) distance learning participation and Cultivating It
Mareike Frevert [Academic], David- Theo Clark [HDR student], Kim Nicole Fairhurst [HDR student], engagement Yong Jae Joung [Academic],
Samuel Di Fuccia [Supervisor] Nichols [Supervisor], Ian Hardy Rachel Sheffield [Academic], Rekha Yang-Hsin Fan [HDR Student], Jaehyeok Choi [Academic],
[Supervisor] Koul [Academic] Tzung-Jin Lin [Supervisor] Heekyong Kim [Academic], Kwang
Hee Jo [Academic]

10:00am MORNING TEA | Auditorium Mezzanine Foyer

17
 Session Chair: David Treagust Session Chair: Erin Mackenzie Session Chair: Helen Georgiou Session Chair: Hunkoog Jho

HDR Volunteer: Amrita Kamath HDR Volunteer: Phil Kairns HDR Volunteer: Jing Zhang HDR Volunteer: Jing Zhang

EinsteinFirst – A timely, theoretically-

Analysis of trends of research on
Symposium: informed Years 3-10 curriculum
10:30am Investigating the predictors of education about artificial
Exploring Research Landscape and initiative Science Curriculum,
adolescent self-efficacy in the intelligence based on natural
Instructional Design Practices in David Treagust [Academic], Kyla Interdisciplinarity, and Critical
sciences language processing
Climate Change Education Adams, David G Blair, Jyoti Kaur, Judgement
Kathryn Holmes [Academic], Nathan Hunkoog Jho [Academic],
Shon Boublil, Anastasia Popkova, Leonie Rennie [Professor Emerita]
Berger [Academic] Jaehyeok Choi, Hyeonah Noh,
Authors/Presenters: David Wood, Marjan Zadnik,
Jongwon Park
Yu-Chi Tseng Magdalena Kersting
Chia-Yu Wang
Shu-Chiu Liu An eye movement study to
Program offerings of the Victorian
Explanatory science diagrams with a Comparing student values and investigate how atomic model-
HDR Volunteer: Ricardo Bruno Tech Schools: Outcomes for
Year 7 class to develop conceptual wellbeing across science and based reasoning affects college
Hernández-Alvarado students, teachers and schools
understanding and creative skills. mathematics education students' mental model
11:10am Linda Hobbs [Academic], George
Katrina Prendergast [HDR student], Julia Hill [HDR student], Jan van construction
Aranda [Academic], Seamus
Mihye Won [Supervisor], David Driel [Supervisor], Margaret L. Kern, Kai-Wen Wu [HDR student], Meng-
Delaney [Academic], Jerry Lai
Treagust [Supervisor] Wee Tiong Seah Jun Chen [HDR student], Hsiao-
[Research Consultant]
Ching She [Supervisor]

Self-efficacy and utility value as Early Career Innovations in

A cultural-historical analysis of STEM
predictors of adolescents’ intentions Science Education Research:
learning through block play
to study science subjects report and reflections on co-editing
11:45am Anamika Devi [ECR], Shukla Sikder
Erin Mackenzie [Academic], Kathryn the RISE Special Issue
[Academic], Wendy Goff [Academic],
Holmes [Academic] Helen Georgiou [Academic], Reece
Angela Fitzgerald [Academic]
Mills [Academic], Kimberley Wilson

12:20pm LUNCH & POSTER SESSION #1 | Auditorium Mezzanine Foyer

18
 Session Chair: Kok-Sing Tang Session Chair: Senka
Session Chair: Hyunok Lee
Henderson
HDR Volunteer: Ricardo Bruno
HDR Volunteer: Phil Kairns
Hernández-Alvarado HDR Volunteer: Jing Zhang

1:05pm Space Adventure GBL facilitates 8th Middle School Students’ Use of
The use of visual representations in grade students’ physics learning Engineering Epistemic Practices
scientific explanations: A multimodal and game immersion during an Integrated STEM Unit
analysis of science textbooks Chun-Hsin Kuo [HDR student], Gillian Roehrig [Academic], Jeanna
Kok-Sing Tang [Academic] Hsiao-Ching She, Meng-Jun Chen, Wieselmann [Academic], Ramya
Symposium: Robasa Nababan Sivaraj [Academic]
Science education in the
Anthropocene
Identification of teachers and
Authors/Presenters: Designing STEM teacher
administrators’ perceived Hurdles to a Development and Implication of a
Peta White education: factors supporting
whole school reform towards inquiry- Neuroethics Civic Education
effective curriculum development.
1:40pm Russell Tytler based science education Program with a Focus on Brain
Emma Stevenson [HDR student],
Co-Presenters: Kateregga Ashiraf [HDR student], Doping Utilising tDCS Technology
Joe Ferguson Jan van Driel [Supervisor], Victoria
Sharon Fraser [Supervisor], Andrew Hyunok Lee [Academic]
Hilary Whitehouse Millar [Supervisor]
Seen [Supervisor]

HDR Volunteer: Amrita Kamath

Delivering of STEM education
Promoting Indigenous initiatives courses in developing countries: A
The use of Arduino technology for
across the school to engage people case study from Papua New
high school inquiry-based physics
and enable pride and growth in Guinea
learning
2:15pm culture
Lin Ying-Ju [HDR student], Robasa
Senka Henderson [Academic],
Rekha Koul [Academic], Michael Charisse Farr [Academic], Vinesh
Nababan [HDR student], Hsiao-
Graffin [HDR student], Mandy Chandra [Academic], Dann Mallet
Ching She [Supervisor]
Downing [Academic], Matthew Readette
[Academic]

Thursday’s Parallel Presentations Conclude

2:50pm–
3:20pm
AFTERNOON TEA | Auditorium Mezzanine Foyer

3:30pm ASERA 2023 AGM | Meeting Room M3 or Online*

6:00pm–
CONFERENCE GALA DINNER | City Terrace**
10:00pm

* Zoom link for online attendance emailed directly to ASERA members.

**Conference Gala Dinner Housekeeping:

Smoking/vaping is not permitted. Strictly no drinks on the dance floor. Guests must wear shoes at all times.

19
 Parallel Presentation Program – Friday June 30
Parallel Session #1 Parallel Session #2 Parallel Session #3 Parallel Session #4 Parallel Session #5
Time
Meeting Room M6 Meeting Room M4 Meeting Room M3 Meeting Room M2 Meeting Room M5

Registration opens at 8:30am in the Main Foyer (Level 1).

Session Chair: Zhi Hong Wan

Session Chair: Helen Boon Session Chair: Shu-Fen Lin Session Chair: Rebecca Cooper
HDR Volunteer: Ricardo Bruno
HDR Volunteer: Amrita Kamath HDR Volunteer: Phil Kairns HDR Volunteer: Jing Zhang
Hernández-Alvarado

Are Science Teachers Comfortable,

9:00am Confident, Creative and Frequent
Questions generated about
The Differences Between Promoters’ ICT Users? A Case Study of a
scientific phenomena by middle Science teacher agency, wicked
and Teachers’ Views of Inquiry Secondary Biology Teacher in
and high school students problems and professional ethics
Teaching Northwest China
Soichiro Kudo [HDR student], Helen Boon [Academic]
Shu-Fen Lin [Academic] Jing Zhang [HDR student], Michael Meeting:
Takuya Matsuura [Supervisor]
Phillips [Supervisor], Rebecca RISE Associate Editors
Cooper [Supervisor]

Exploring the Potential of Pioneering an Online STEM Teacher

Science teachers' expansive Is everybody with me? Studying
CloudClassRoom (CCR) in Professional Development through
learning and changing practices in teacher and student noticing in science
Supporting STEM Education in DECODE Model in/post-pandemic
curriculum implementation classrooms
9:35am Indonesia
Isaac Coffie [HDR student], Nick Su-Chi Fang [Academic], Kennedy
COVID-19
Asnidar Siahaan [HDR student], Bevo Wahono [Academic],Siti Nur
Hopwood [Supervisor], Mun Yee Lai Kam Ho Chan [Academic], Lihua Xu
Dessy Francisca [HDR student], Khomariah [Academic], Kuswati
[Supervisor] [Academic]
Chun-Yen Chang [Supervisor] Kuswati [Academic]

Toward an Empirically Grounded

Unpacking Taiwanese Teachers'
Framework for Characterising
Australian media representations of Perceptions of Technology-Enhanced HOS & 5E Pedagogy: Towards
STEM Integration: Development
teaching STEM out-of-field Self-Regulated Learning Developing the Understanding of
10:10am and Validation of a Scale of
Margaret Jakovac [HDR student], Chi-Jung Sui [HDR student], Chun-Yen NOS
Integrative STEM Teaching
Linda Hobbs [Supervisor] Chang [Supervisor], Miao-Hsuan Yen Vetti Giri [Academic]
Practice in Primary Schools
[Supervisor]
Zhi Hong Wan [Academic]

20
10:45am MORNING TEA & POSTER SESSION #2 | Auditorium Mezzanine Foyer

Symposium:
11:30am Reviewing for RISE: A workshop to
hone your skills (repeat session)

Authors/Presenters:
Wendy Nielsen, Kim Nichols, Co-
Presenters:
Angela Fitzgerald, RMIT
David Geelan, Notre Dame
12:05pm
HDR Volunteer: Ricardo Bruno
Hernández-Alvarado

12:40pm LUNCH | Auditorium Mezzanine Foyer

1:10pm Conference Concludes

Image credit: Tourism Tropical North Queensland

21
 Poster Presentation Schedule

POSTER SESSION #1 (THURSDAY)

Diving into Science Teachers’ belief change process through Lesson Study: A Case of Thai Initial Teacher Education
Witchayada Nawanidbumrung, Noriyuki Inoue, Parinda Limpanont Promratana, Pornthep Chantraukrit

Framework for cultivating students’ climate friendly-behaviour

Wing Mui Winnie So [Academic], Zeyu Han [HDR Student]
Epistemic network analysis: In-service teachers’ professional development for teaching socioscientific issues
Wen-Xin Zhang [Academic], Ying-Shao Hsu [Academic]

queer(y)ing STEM: queer lived experiences in Australian post-secondary Science, Technology, Engineering and Mathematics
Education spaces.
Philip Kairns [HDR student], Karen Lambert [Supervisor], lisahunter [Supervisor]

A Study on Biodiversity Education Program Development: Exploring Evaluation Indicators

Shiho Miyake [Academic], Akiko Deguchi [Academic], Asami, Ohnuki [Academic], Miori Miyoshi [Academic]

Undergraduate students’ images of future transportation and their implications for science and environmental education
Shu-Chiu Liu [Academic], Timo Eccarius [Academic]

No teacher left behind: Facilitating teachers’ understanding about scientific inquiry through a long-term professional development
program
Shih-Wen Chen [Academic], Yi-Chun Chen [Academic]

Types of middle school students' scientific explanations of thermal phenomena

Jongwon Park [Academic], Insun Lee [Academic], Hye-Gyoung Yoon [Corresponding Author]

Contemporary physics in schools

Stuart Woollett [HDR student], Victoria Millar [Supervisor], Maurice Toscano [Supervisor]

Scale Reduction and Structural Validation for Test of Science Related Attitudes (TOSRA) in Taiwan
Wei-Ting Li [HDR student]

Virtual Laboratory-Based Cloning as a Biotechnology Learning Media to Increase Secondary School Students' Motivation
Aditya Kurniawan [Academic], Erlia Narulita [Academic]

22
 POSTER SESSION #2 (FRIDAY)
Learning basic chemical concepts with immersive virtual reality
Mareike Frevert [Academic], David-Samuel Di Fuccia [Supervisor]

Modifying a Creative Problem-Solving Instructional Model to Foster Rural Elementary School Students’ Scientific Creativity
Tzung-Han Shie [HDR student], Shu-Fen Lin [Supervisor]
A Critical Ethnography of Agency and Interdiscursivity in Middle School Science
Therese Hennessy-Batge [HDR student]

The effects of perspective presentation order on university students' online reading processes and outcomes about a socio-
scientific Issue
Miao-Hsuan Yen [Academic], Ying-Tien Wu [Academic]

Development of Automatic Assessment System Using Unsupervised Learning

Minsu Ha [Supervisor], Jiseung Yoo [HDR student], Jisun Park [Supervisor]

Is there value in exploring unintended outcomes in STEM partnerships?

Joseph Nagy [HDR student], Kim Nichols [Supervisor], Reshma Musofer [Supervisor]

Development and validation of a measurement instrument for data-information processing competence of science inquiry
Mihyun Son [Academic]

Exploring the Development of STEM Professional Identity in Teachers of Middle Years

Kai Wei Lam [HDR student], Kim Nichols [Supervisor], Kay Colthorpe [Supervisor], Parveen Reshma [Supervisor]

Development of an evaluation index for a milk-themed RIKADOKU (science reading) program for early elementary school students
- Based on the Australian / Japanese National Curriculum
Rumi Haraguchi [Academic]

23
24
 Paper Abstracts
Wednesday Parallel Sessions
Wednesday 8.15am

Title
Intentions to study secondary science: A latent profile analysis from a multiple goals perspective

Presenter
Nathan Berger

Abstract
Achievement goals are mastery and performance orientations which impact achievement and motivation. These orientations can be fostered by
teachers through their instruction. Few studies have applied latent profile analysis (LPA) to adolescents’ science achievement goals and intentions to
take science in secondary school. In this study, 461 students completed a questionnaire about science achievement goals and intentions to study
secondary science subjects. The LPA revealed five latent profiles. Reflecting the multiple goals perspective, each latent profile differed on each of the
achievement goals. Interestingly, the profile characterised by low science achievement goals had an overrepresentation of girls. Prior achievement in
science was associated with latent profile membership. Students in the lower goal profiles had lower prior achievement compared to students in the
higher goal profiles. There was also an association with intentions to study biology, chemistry, and physics. Students in the two high goal profiles were
more likely to indicate an intention to take those subjects compared to students in the lower goal profiles. The findings suggest that fostering adaptive
science achievement goals may help address concerns about declining participation in biology, chemistry, and physics in secondary school. Teachers
can foster adaptive goals in science by emphasising through instruction the development of individual scientific understanding and skills, and minimising
opportunities for social comparison or competition around marks and grades.

Title
The Role of Physics Teachers in Junior Science Programs

Presenters
Jared Carpendale, Rebecca Cooper, John Cripps Clark, Merryn Dawborn-Gundlach, Victoria Millar, Saeed Salimpour

Abstract
With fewer graduate physics teachers (PTs) entering the profession, there are rarely enough PTs with sufficient content background to teach senior and
junior physics classes. Not having sufficient content background in physics can result in teachers experiencing anxiety and low self-efficacy, often
turning to transmissive teaching approaches guided by assessments. This means that junior students can have negative learning experiences, putting
them off learning physics. This presentation explores PTs’ self-perceived role for supporting the teaching of physics in junior science, along with the
support non-physics teachers (NPTs) consider beneficial. Data for this international project utilised a qualitative survey in New Zealand and Victoria,
Australia (N=119). Both PTs and NPTs identified the negative perception of physics generally, along with the quality of teaching in junior programs, as
significant barriers to students continuing with post-compulsory physics. Both groups acknowledged the need to improve junior physics programs,
making them relevant and engaging. PTs saw their role as supporting NPTs to develop content knowledge and pedagogical content knowledge, along
with curriculum and resources. These findings signal that it is important to explore mechanisms to support teachers in junior science programs when
teaching physics concepts to offer students an engaging and meaningful physics learning experience.

25
Title
Triumphs, tensions and future directions in contemporary Australian primary science teacher education: A landscape analysis

Presenters
Ange Fitzgerald, Reece Mills, Kimberley Pressick-Kilborn, Linda Pfeiffer, James Deehan

Abstract
The TEMAG report has proven to be a powerful catalyst for a renewed focus on rigour and innovation in initial teacher education (ITE). It is also
responsible for the emergence of a narrative in Australian teacher education policy and practice calling for improvement in the ‘classroom readiness’ of
graduate teachers. In the context of science education and the quality of science learning and teaching, there remains a gap in knowledge between
what happens in initial teacher education and classroom enactment. While ‘classroom-readiness’ is certainly a noble intention, the reality is that there is
a lack of understanding about what is happening in primary science teacher education nationally. This paper represents a collective landscaping
analysis undertaken by five primary science teacher educators, which has culminated in a soon-to-be-released monograph. The major contribution to
the body of knowledge is to provide an evidence-based response to how ‘classroom-readiness’ translates into the preparation of future teachers of
science through ITE nationally. This contemporary understanding of programming and practices is juxtapositioned against international narratives with
the intention to shift understandings of primary science education from a deficit model to one that critically examines and challenges what is happening
in this space and, more importantly, why.

Title
Country as teacher in the development of cross-cultural Indigenous science environmental education

Presenters
Holly Randell-Moon, Nick Ruddell

Abstract
Place-based education and the co-constitution of human and others with place through custodial management are central to First Nations’ science. The
mandatory inclusion of First Nation perspectives in the Australian Science Curriculum reflects the need to move towards a research, teaching, and
learning space that can successfully operate between Indigenous and western knowledge systems. Working between these knowledge systems
involves researchers and educators translating curriculum requirements into meaningful, culturally authentic best practice in relation to First Nations.
This paper will provide resources for cross-cultural science and river habitat sustainability capabilities for the primary and middle school years. Using
the case site of the Riverina, on Wiradyuri Country in southern New South Wales in Australia, the paper explains how Indigenous approaches to place-
based education can be used to embed First Nations scalable and adaptive sustainable practices into school curriculum and to foster sustainable river
management in school communities. This is achieved by centering First Nations expertise to place-based education and fostering reflexive practice on
how non-Indigenous peoples come to view themselves as placed on Indigenous Country and their responsibilities as a result of this placement.

26
Title
Drawing scientific explanations to learn and practice science: Who benefits?

Presenter
Mihye Won

Abstract
For the past several years, I have studied the power of drawing explanatory science diagrams through dialogic interactions. Participating students and
teachers all agreed that creating explanatory diagrams was challenging and different to their regular science lessons. Many acknowledged that drawing
diagrams helped them visualise the movement and interactions of particles to build deeper and richer conceptual understandings of the chemistry
lessons. However, analysing class videos, interviews, and worksheets of 121 Year 7 students, I observed a stark difference in their learning gains and
attitudes towards drawing in students. Some boys who would readily volunteer their ideas and were recognised as ‘smart’ in science class tended to
draw simple diagrams. They noted that to generate explanatory diagrams, they needed to consider many conceptual and representational aspects and
it was too challenging. In contrast, some girls who would not volunteer their ideas in class discussion actively sought collaborative discussions and
feedback to overcome the challenges. By continuously revising and improving on their explanations, they progressed to draw impressive explanatory
diagrams, linking the behaviours of particles to the observed phenomena. To promote more equitable, productive learning, I discuss what aspects of the
lessons with student-generated diagrams might have prompted different participation amongst students.

Wednesday 8.50am

Title
Does improving numeracy improve first year university chemistry attitudes and achievement?

Presenters
Jessica Newbury, Carol Aldous

Abstract
A preliminary study investigated applications of numeracy in First Year chemistry exams. Of note was the need for students to have acquired skills in
algebra, statistics, measurement, and geometry. Prior studies have not included geometry, and numeracy is a particularly common learning difficulty. A
Model of Chemistry Numeracy (n=113) and a Model of Chemistry Numeracy Attitudes (n=395) were developed drawing on data collected via a series of
questionnaires on attitudes and numeracy tests (n=149) developed for use in cross sectional and longitudinal studies. Relationships between gender,
prior mathematical level, prior chemistry level, mathematical attitudes, chemistry attitudes, self-efficacy, enjoyment/self-concept, spatial
reasoning/transference, numeracy, and achievement were investigated and analysed to produce the models. Students’ perceptions of mathematics and
chemistry were compared. Additionally, analysis of their numerical skill and differentiation by readiness was carried out. Key findings from the
multifaceted study include emerging trends in student attitudes and numeracy in relation to the chemistry topic, numeracy areas in need of intervention
and correlations between chemistry and mathematics attitudes. To summarise, chemistry students are diverse and have a range of different areas of
numeracy which need intervention, including geometry. Student attitudes and numeracy skills greatly impact achievement in chemistry and need to be
recognised.

27
Title
Science teacher perspectives on teaching writing in high school science classrooms

Presenters
Wendy Nielsen, Helen Georgiou, Honglin Chen, Annette Turney

Abstract
Writing for the development of deep disciplinary knowledge has become increasingly significant in science teaching and learning. In the secondary
years, the complexity of scientific knowledge develops alongside the specialised literacy demands on students’ abilities to reason and write
scientifically. In the face of students’ declining writing ability and growing concern over the declines, the present study aims to find ways to support
teachers to be better equipped to explicitly teach the thinking and writing skills essential to student success in science. To better understand teacher
needs, we interviewed nine high school (HS) science teachers, including three science Head Teachers, at three high schools in New South Wales.
Teachers were asked to reflect on the role of writing and literacies and their experiences in integrating writing activities in general science, biology,
chemistry and physics for HS students in years 7 to 11 (aged 12-17). Key findings illustrate how these teachers focus on scientific writing as a
disciplinary literacy, which highlights the distinctiveness of literacies in science and the challenges that teachers face in integrating explicit teaching of
writing in their classes. The synthesis of results offers suggestions for how science teachers can include the teaching of writing skills in their planning
more deliberately.

Title
Teaching Primary Science Constructively: Editors’ reflections on changes over 25 years in this research-based university text

Presenters
Keith Skamp, Chris Preston

Abstract
Teaching Primary Science Constructively (TPSC) (8th edition in press) – a university text for preservice teachers – was recommended across 32
university campuses in Australia and New Zealand in 2022. This paper’s aim, and hence its significance for science educators, is to identify the extent
to which TPSC reflects current primary science education pedagogical literature and research. Methodology involved a first level content analysis and
interpretation (mainly 7th and 8th editions). Content emphases and pedagogical approaches were rated against criteria derived from recent primary
science education research and literature reviews (e.g. Akerson & Bartels 2023; Deehan et al. 2022). Assisting interpretations were independent
lecturers’ evaluations of the 7th edition and one university lecturer’s reflections on their use of TPSC. Findings indicated constructivist learning theory –
in its various forms – which underpins TPSC’s pedagogy, still predominates in science education research literature. Emphasis on teachers’ existing
beliefs about science, learning science and teaching science (including STEM) –inherent components of TPSC – also still has strong research support.
Other pedagogical research criteria (e.g. presence of Representation Construction Approach and Semiotics; Nature of Science, scaffolded dialogue;
differentiation) and tertiary science curriculum expectations (e.g. Two-way science, climate change education, Australian Curriculum: Science 2022)
were all addressed (e.g. case studies).

28
Title
Exploring a strengths-based approach to teaching Indigenous and Western Sciences in Initial Teacher Education

Presenters
Connie Cirkony, Jennifer Mansfield

Abstract
Science educators are seeking ways to bring Indigenous sciences into their classrooms to enhance learners’ understanding of the diverse ways in
which people make sense of the natural world. First Nations ways of knowing are inherently linked to place and not all knowledges are publicly
available. Science educators must learn appropriate strategies and resources relevant to their respective contexts. Since many science educators are
non-indigenous and trained exclusively from Western science perspectives, this work presents several important considerations. As a starting point, a
group of 12 tertiary science teacher educators from six universities across Australia, Canada and New Zealand have formed a community of practice to
explore ways to include Indigenous sciences into science education in Initial Teacher Education programmes. We draw on Etuaptmumk or Two-Eyed
Seeing, a guiding principle where Indigenous and Western scientific ways of knowing are valuable, achievable, and can inform how we live in the world.
This presentation shares how we approached investigating our personal and professional learning journeys to explore contemporary approaches to
teaching and learning science, that foregrounds the strengths of different ways of knowing, along with the challenges in undertaking this work, for the
benefit of all.

Title
Motivating Physics Learning with Mathematical Representations

Presenters
Anastasia Popkova, David Blair, David Treagust

Abstract
Learning physics requires the use of conceptual representations such as models and modelling. One representation that has not been well-researched
is the use of vectors. There is widespread evidence of students’ difficulties in understanding in the usual way vectors are introduced in lessons. We
hypothesised that these difficulties can be reduced if the concept of vectors using arrows to represent physical phenomena was introduced at earlier
years of schooling, in preparation for more formal learning in the later years of high school. To test this hypothesis, we undertook several classroom trials
with a total of 55 students aged 8-14 years old. In conjunction with activity-based physics lessons, arrows were used to represent magnetic fields, forces,
classical and quantum spin, and wave motion. Results from post-tests show high levels of comprehension of the abstract addition of arrows, and the use
of arrows to describe the above physical phenomena. Our results suggest an optimum progression of learning that could enable the majority of students,
by Year 10, to grasp the connection between physical quantities and their vector representations, an important foundation for many STEM skills such as
robotics and drone navigation.

29
Wednesday 9.25am

Title
Affective Learning outcomes in Problem-Based Guided Inquiry Chemistry Labs

Presenter
Frackson Mumba

Abstract
Research continues to show student attrition in the first two years of undergraduate science degree programs during which students are completing
introductory science courses. The problem has been attributed to teaching strategies used in these courses. For example, introductory science
laboratory courses are characterized by labs that do not engage students in authentic research-based experiences. To start addressing this challenge,
in our institution we have developed and implemented Project-Based Guided Inquiry (PBGI) labs in a general chemistry laboratory course. This study
reports on students’ perceptions of PBGI chemistry labs and the factors that enhanced or hindered their success in the labs by addressing two research
questions. What are the students’ perceptions of PBGI labs? What factors contributed to the students’ success, or lack thereof in PBGI chemistry labs?
Participants were 3992 students enrolled in a General Chemistry lab course at our institution. Students completed a survey before and after the
chemistry lab course. Results show a significant difference between pre-post-tests on students’ perceptions of PBGI labs. Students cited the opportunity
to design experiments, and shared responsibilities in a group for their success in the labs. Students’ positive perceptions of the PGBI labs is likely to
increase their learning in chemistry.

Title
The complexity of biology teachers’ interpretation of metacognition: A case study in Indonesia

Presenters
Dian Anggriani Melinda, Wanty Widjaja, Russell Tytler

Abstract
This paper reports an initial analysis from a PhD project that focuses on teachers’ interpretation and translation of metacognition in the curriculum.
While metacognition’s role in supporting students’ learning led the Indonesian government to include metacognition in its national curriculum, the latest
study of curriculum implementation revealed a lack of metacognitive teaching practice in the classroom. To understand this phenomenon, this
qualitative research project employs a case study of nine biology teachers from five senior secondary schools in Indonesia. Drawing from semi
structured interviews, classroom artefacts, and national curriculum documents, this study exposes a complex relationship between curriculum framing,
teachers’ understanding of metacognition and teaching practices that support its development. For instance, this study uncovers a ‘silence’ issue where
teachers did not recognise metacognitive knowledge, which is precisely emphasised in the curriculum, although they could identify other components of
metacognition, including its pedagogical aspect. Further, there is an inconsistency between teachers’ understanding of metacognition and theories of
metacognition and their practice to support this ability in students. These findings raise questions about teachers’ access to the curriculum and how
teachers can be supported systemwide to support complex and high-level constructs such as metacognition.

30
Title
Building confidence in scientific inquiry skills with pre-service primary school teachers

Presenters
Dana Burfeind, Christine Devine, Emma-Lee Steindl, Joshua Wang

Abstract
Scientific understanding and literacy are critical skills for students to develop in primary school. However, primary school teachers often receive minimal
training in science as a part of their initial teacher education. Therefore, many lack the confidence to incorporate open ended scientific inquiry into their
teaching practice. We conducted an intervention with Master of Teaching (primary) preservice teachers to provide an authentic, formative scientific
inquiry experience in advance of preparing their assessment. Briefly, the preservice teachers designed and conducted an experiment where they
changed the environmental conditions for a marshmallow. To establish the effectiveness of the intervention, a paired pre-post survey was developed.
The pre-survey identified considerable variation in both their prior knowledge and experiences of science, and indicated that the majority of the
preservice teachers lacked confidence in their science skills and had concerns about incorporating scientific inquiry into their teaching practice.
Following the intervention, preservice teachers reported feeling more confident (4 on a 5 point Likert scale) about science and their ability to incorporate
scientific inquiry into their teaching practice. Our results demonstrate the impact of timely, curriculum aligned interventions and suggest that there is a
substantial value in providing hands-on authentic inquiry experiences in preservice teacher training.

Wednesday 10.30am

Title
Teacher Strategies that Promote Engagement and Argumentation about Socioscientific Issues (SSI) Amongst Year 7 Students

Presenter
Vaille Dawson

Abstract
Science teachers play a crucial role in supporting their students to develop the skills to be able to engage with, understand, and make evidence-based
decisions about complex SSI such as climate change, gene technology and use of non-renewable resources. However, the discourse and types of
teaching strategies used by teachers to best support students (and their actual impact) are not well understood. In this mixed methods case study
design, two teachers taught argumentation about water-based SSI to their Year 7 (11-12 years old, n=58) students. Their argument quality improved
significantly from pre- to post-instruction with a significant increase in the number of types of categories. Qualitative data comprising classroom audio-
transcripts, field notes, student work samples, teacher interviews and student reflections were analysed using a grounded theory approach to determine
the teachers’ discourse and strategies that contributed to constructing quality arguments. Four teacher factors were identified: (1) developing and
maintaining a safe classroom environment; (2) providing clear instructions about the features of quality arguments; (3) providing opportunities for all
students to think and work individually and collaboratively; and (4) practising oral and written argument construction with gradual removal of scaffolds. It
is recommended that teachers use these strategies when introducing SSI.

31
Title
Unpacking authentic inquiry: The pursuit of creativity for transformative outcomes in contemporary primary science

Presenters
Melinda Kirk, Joseph Ferguson, Peta White

Abstract
Authentic inquiry - learning experiences that closely emulate inquiry processes and the epistemic practices of ‘real science’ - is a significant goal of
science education. How this can be enacted in the primary classroom, however, remains a challenge. This paper reports on a “Mysterious
Microorganisms” Year 6 learning sequence, developed as part of a research project focused on enabling creativity, critical thinking, and collaboration in
primary science. Student investigation design resulted in the identification of high microbial growth in the Lost Property Box and the agentic pursuit of
solutions. Subsequent student-designed interventions and collaborative analysis resulted in scientifically reasoned solutions for reducing potential risk
from the Lost Property Box. In interviews, students commonly described this as ‘doing real science’ enabled by ‘creative teaching and lessons.’ To gain
deeper insights, we unpack the epistemic dimensions of the learning design and supporting pedagogy. The role of a) contextual considerations and
responsiveness, b) student inquiry design and student data, c) exposure to an ‘expert scientist’, are analysed with Chinn and Malhotra’s (2002)
epistemological authentic inquiry framework. Through examining factors leading to these transformative outcomes, we argue for authentic inquiry
approaches that unlock purposeful student creativity in the primary contemporary science classroom.

Title
Early childhood science or STEM – dilemmas in practice

Presenters
Coral Campbell, Chris Speldewinde

Abstract
There are ongoing calls from government and educational groups to introduce science, mathematics and/or STEM in early childhood (EC) settings.
While this seems to be a very worthwhile thing to do, it raises several key dilemmas that are ‘special’ to early childhood. The most prominent of these is
what is termed the ‘emergent’ curriculum. An emergent curriculum indicates that learning is play-based, child-initiated, child-centred and that an EC
professional must act on a child’s interests to build learning opportunities from an instance of a child’s play. Not only does the EC professional need to
have a strong bank of pedagogical knowledge, they must also understand what constitutes science, maths or STEM learning (pre-concepts, concepts,
skills, human endeavour or all of them) at this level. And this presents the second dilemma –while children’s pre-conceptions in each of science, maths,
engineering and technology have been documented through research, there is insufficient research on how EC professionals can work with this
knowledge. The third dilemma relates to choices: Inquiry – skills and process knowledge; conceptual knowledge; humans and society; integration of
everything! This presentation will provide theoretical positions derived from research and lead a discussion on how to solve these dilemmas.

Title
Educating for citizen science to counter extinction: Remarkable outcomes for bat conservation in far north Queensland

Presenters
Hilary Whitehouse, Maree Treadwell Kerr, Sera Steves, Melanie Smith, Noel Preece

Abstract
The Bats and Trees Society of Cairns Inc. (Bat Soc) is a volunteer group of educators, scientists and wildlife carers advocating for bat conservation in
and around the coastal rainforests of far north-eastern Queensland, including the Wet Tropics World Heritage Area. This presentation discusses the

32
education processes and outcomes of citizen science projects funded by two Queensland Government grants. Volunteer, community participants
(adults and children) attend in-person Bat Soc education events and/or use the website and social media to learn how to observe bats, use electronic
technology to locate bats, record bat activities, systematically collect field data, and verify and report field data to a portal linked to the Atlas of Living
Australia. In the case of the critically endangered Spectacled Flying Fox, the actions of citizen scientists enabled Bat Soc to build a database of roosts
that far exceed previous knowledge - from 75 roosts to almost 200 roost sites validated from a larger database of reported roosts. Citizens have
reported animals from Iron Range, Hopevale, southern Atherton Tablelands and Cardwell. More too, is emerging about various microbat habitats and
locations, although species identification can prove difficult with these cryptic creatures. Citizen scientists co-learning with Bat Soc members have
generated more accurate and comprehensive data sets across a larger geographic scale to inform contemporary conservation efforts.

Title
Science and sustainability education: Rethinking the narrative

Presenter
Simone Blom [Academic]

Abstract
Sustainability and environmental education are often taught through the Science key learning area of the curriculum or syllabus. The biological sub-
strand accommodates much of the work students will do in learning about ecological, biological and sustainable practices and systems of the living
world. However, this work is content heavy and even with the latest influx of skills-based learning approaches, there is still a vital element that students’
learning is somewhat void of in these conventional learning models; that is, that the human body is nature and not something external or separate from
the natural world. Recent theoretical thinking is shifting the way humans perceive themselves with/in the natural environment and there is much
potential for a shift in pedagogical practices as a result. This paper presentation explores the findings of a recent study that investigated teachers’
perceptions of nature and how it informed their pedagogy from a posthuman perspective. Posthuman thinking is gaining momentum globally as current
business-as-usual approaches are failing to meet the global ecological crises the planet is experiencing. Through posthuman thinking, science
education is reconsidered as a ground and context for the teaching and learning of sustainability and environmental education.

Wednesday 11.05am

Title
Improving audience experiences of data collection through integrated evaluation methods

Presenters
Olivia McRae, Alice Motion, Reyne Pullen

Abstract
Carefully designed evaluations of science communication initiatives are critical in order to gain insights into their efficacy and impact on audiences
(Jensen, 2014). However, collecting data from audiences at science communication events through tools such as questionnaires requires audiences to
take time out of the event to participate. As a result, data collection can become a distraction to the event rather than a part of the event itself (Morais et
al., 2022). Over the past year, our team has been producing and evaluating performances of ‘Lines of Best Fit’, a science-themed improvised comedy
show in Sydney, Australia. When designing our evaluation of these performances, we aimed to ensure that our data collection methods were brief,
structured, and integrated with the event to ensure audiences were minimally disrupted (Bultitude & Sardo, 2012). In this talk, we will provide an
overview of our approach to data collection from audiences at performances of ‘Lines of Best Fit.’ We will also share some of our findings from ‘Lines of

33
Best Fit’ events as a whole. Lastly, we will discuss some of the strengths and weaknesses of employing an interactive approach to data collection for
the evaluation of science communication initiatives.

Title
Investigating the teacher role that supports Inquiry-Based Learning

Presenters
Deborah de Ridder, Matthew Kearney, Tracey-Ann Palmer

Abstract
There is evidence that some secondary school science teachers experience challenges when implementing inquiry-based learning (IBL) pedagogies.
Compounding this problem is a paucity of education research exploring contemporary teacher practices in IBL activities in senior secondary school
science education. This paper aims to address this problem by reporting on a qualitative study that investigates the IBL pedagogical practices of four
expert secondary science teachers. Data from classroom observation, unstructured interviews, student focus groups and artefacts were analysed using
Grounded Theory by employing a three-step coding process to investigate the teacher practices supporting IBL. The findings provide insights into the
facilitative role of teachers in guided IBL. They highlight a carefully planned five-phase IBL pedagogical sequence that emerged from the data. A key
part of their approach was the gradual removal of scaffolded practices to increase learner agency during a guided IBL investigation. The findings will
inform teachers at all stages of career development by highlighting different pedagogical practices that can be utilised to scaffold and differentiate
classroom support in guided IBL activities.

Title
Conceptualisation of the design of online interventions to enhance young children’s STEM engagement through the Invergowrie STEM Hub

Presenters
Lihua Xu, Jiqing Sun, Linda Hobbs, Coral Campbell, George Aranda, Bridgette Van Leuven, Richard Botto, Jan van Driel, Victoria Millar, Sarika
Kewalramani, Tianchong Wang

Abstract
Over the last few decades, a growing body of research highlights a decline or stagnation in participation in many areas of STEM amongst Australian
students (e.g. Freeman, Marginson, & Tytler, 2014). Participation of particular cohorts, such as girls and those from disadvantaged backgrounds, has
been identified as a focused area of concern for both government (e.g. DESE, 2018) and research communities (e.g. Lowrie, Downes, & Leonard,
2017). The Invergowrie STEM Hub, a multi-institution collaborative project, aims to increase STEM participation through fostering positive engagement
with STEM and raising awareness of STEM pathways amongst children and young people, their parents/carers and educators through purposefully
designed online interventions. This presentation explores the design principles, features and characteristics of such online interventions targeting young
children aged from 0-8 years old. Employing a staged co-design methodology, this presentation proposes a research-informed and empirically-
grounded conceptual framework to theoretically underpin the design and development of online interventions. Specific design features, elements and
characteristics will also be discussed alongside a showcase of prototype activities and play-based resources. It is anticipated that specifically designed
online interventions, guided by such a framework, can contribute to fostering inclusive and equitable STEM participation for all from a very young age.

Title
Exploring the learning dimensions of citizen science mosquito monitoring

Presenters

34
Larissa Braz Sousa, Yaela Golumbic, Peter Rutledge, Cameron Webb, Craig Williams, Alice Motion

Abstract
School-based citizen science allows students to gain field experience, direct project scope, and contribute to broader research objectives. Here we
present the outcomes of a citizen science mosquito surveillance program and how they guide us to the next step in exploring the learning dimensions of
citizen science in schools. Mozzie Monitors (MM) is a national citizen science initiative that engages communities in mosquito monitoring to deliver
positive public health literacy outcomes. Through a multidisciplinary framework and multimethod approach between 2018 to 2022, MM ran a series of
trials with citizen scientists from different states and territories in Australia. Participants monitored mosquitoes in their backyards using either a passive
mosquito trap or an online citizen science platform (iNaturalist). They reported over 15,000 mosquitoes, including species of medical and ecological
importance, from their backyards. Results show MM is a proven low-cost initiative that enabled increased awareness about mosquito species and
management among citizen scientists. We now present a new research proposal through a collaboration between the Learning By Doing (LBD) team
and MM to explore the educational gains of running citizen science mosquito monitoring workshops in NSW primary schools between October and
November 2023.

Title
Urban Students’ Scientific Literacy for Citizenship through a Philosophy Lens

Presenters
Waralee Sinthuwa, Chatree Faikhamta, P John Williams

Abstract
The expanding relationship between scientific literacy and good citizenship is evidenced worldwide. In previous research, the assessment of scientific
literacy for citizenship focused on how students react to controversial socioscientific issues. Global scenarios have commonly been applied to science
learning, and there has been a limited focus on the local context, particularly in relation to indigenous knowledge in urban society. Many students have
consequently been disengaged from these learning contexts. This study aimed to create a tool that explores and assesses students’ scientific literacy
for active citizenship in local environmental contexts. Forty Thai urban high school students who are 15-17 years old participated. The scientific literacy
questionnaire comprised two open-ended tasks which included decision making and problem solving related to indigenous knowledge about the
conservation of the local environment through innovation. Semi-structured interviews were adopted. The qualitative data was interpreted through
content analysis based on philosophical positions related to ontology, epistemology, and axiology. The results show that most of the students reacted
based on feelings more than disciplinary knowledge and reasoning. The concerns of ethics, lifestyle and relationships in the community were not
evident. Ideas for developing students’ scientific literacy for active citizenship through an integrated urban context are offered.

35
Wednesday 11.40am

Title
Examining Pre-Service Teachers’ Experiences and Self-Efficacy around the use of Gamification in their learning and classrooms

Presenters
Rachel Sheffield, Rekha Koul

Abstract
This paper examines the effectiveness of a gamified laboratory simulation called Labster, which was incorporated into a science unit with 45 Science
Pre-Service Teachers (S-PSTs) in their 3rd year of Initial Teacher Education. The aim was to increase the subject content knowledge and self-efficacy
of the S-PSTs by providing them with access to educational resources. A mixed-method approach was used to gather data for this study, including the
number of simulations attempted, and a pre and post-survey and interviews. The study utilised Makransky & Petersen’s (2019) model, which explores
comprehension, engagement, and the use of game-based simulation learning as the framework. The results showed that although there was a general
interest in games and simulations in the wider community, it was not reflected in this study. Although S-PSTs who performed well in their unit engaged
more with the Labster simulations, suggesting that increased online engagement may have led to higher grades. The survey, however, revealed that
many participating S-PSTs did not feel engaged or that the simulation improved their results. The authors suggest that embedding key 21st-century
skills inherent in games, such as problem solving, and collaboration into Labster may have made it a more interactive learning process, potentially
leading to increased engagement from S-PSTs.

Title
Implementing Guided Inquiry in Senior Secondary Biology: Affordances of Teacher-Researcher Collaboration

Presenters
Amrita Kamath, Peta White

Abstract
Guided inquiry is extensively endorsed in primary/lower secondary settings in Australia, but appears underutilised in senior biology education. A design
based study was undertaken with the following research questions; 1) How can guided inquiry be effectively enacted to enhance student learning and
engagement in senior biology? 2) What cultural, technical, and political influences shape effective enactment of guided inquiry in senior biology
settings? Five year-11 teachers at four schools across Victoria participated as co-researchers to collaborate and implement a guided inquiry based
teaching and learning sequence. These lessons were co-designed and adapted by considering contemporary research, contextual influences, and
student voice. Data was collected through teacher interviews, student focus groups, field observations, artefact documentation, and classroom
recordings. Findings showed that effective implementation of guided inquiry in senior secondary was enabled by a) inquiry based competencies of
teachers and students b) contextually customisable resources offering multiple entry points c) intensive, consistent collaboration between teachers and
researchers. This presentation focuses on the experience of co-researching with five teachers in distinct contexts, clarifying roles of the researcher and
teachers. It evidences how personalised approaches to teacher-researcher partnership afforded insights into productively syncing guided inquiry with
classroom practicality in senior science settings.

36
Title
Educator Interactions with Toddlers & Preschoolers to Support STEM Experiences

Presenters
Christine Tippett, Todd M. Milford, Roxana Yanez Gonzalez

Abstract
The quality of learning experiences provided to children in early years is recognised as important, however, research on young children’s experiences in
science and in STEM is limited. In this presentation, we examine early childhood educator interactions with toddlers (1½ to 3 years) and preschoolers (3
to 5 years) in play-based settings, and we describe how educators support socially constructed STEM-related learning experiences arising from
children’s interests. We made 27 visits to a childcare centre and each time observed educators and children for approximately 45 minutes in a variety of
settings (e.g., indoors, outdoors, during transitions). We documented 135 STEM episodes, 53 involving toddlers and 82 involving preschoolers. We
followed an open coding procedure to identify types of educator-child interactions, which highlighted three broad categories: verbal prompts and
support, environmental supports, and behaviour guidance interventions. We will share results from each category for both age groups, supported with
relevant examples. Approximately half of the STEM episodes did not involve educator interactions, suggesting the importance of planning rich and
engaging environments for children. Our results show that socially constructed and play-based contexts, combined with appropriate educator
interactions, can support STEM experiences for young children.

Title
Independent Research Projects: Exploring their Affordances, Constraints and Effective Teacher Practices in Senior Secondary Science

Presenters
George Harb, Tracey-Ann Palmer

Abstract
Independent Research Projects (IRPs), classified as Open Inquiry within the Inquiry-Based Learning (IBL) continuum, are an emerging component in
secondary school science. A broad range of potential benefits associated with IRPs have been reported, including effects on students’ conceptual
understanding, views about the nature of science, enhancement of scientific literacy, development of practical skills and engagement in authentic
scientific practices. However, there are some challenges in relation to implementation, including a lack of teacher understanding of effective teaching
practices and assessment of IRPs. This presentation will report on the findings from a scoping literature review as part of a HDR project that explored
the characteristics, impacts and barriers to successful implementation of IRPs. The presentation will also outline the qualitative data collection methods,
including an online survey, semi-structured interviews, and focus group meetings, designed to address critical gaps in the literature. This study will
explore affordances and constraints of IRPs and effective teaching practices, including assessments, in senior secondary science. A broad range of
stakeholders will be consulted, including school teachers, curriculum developers, expert stakeholders, and practising scientists. Data collected will
inform the development of key components of a successful IRP and effective implementation in science classrooms to enhance student learning.

37
Title
Effects of cooperative concept mapping on students’ understanding of, and attitudes towards Science: A study in a rural Malaysian school

Presenters
Rajinder Kaur Attar Singh, Vaille Dawson

Abstract
As Science is an essential subject in the Malaysian Curriculum, it is fundamental to prioritise students’ performances and attitudes towards Science.
Research has shown that although most Malaysian Science teachers identified Science as an important subject, teachers still conducted classes
didactically and elicited little input from students. These traditional teaching techniques can sometimes overlook the advantages of engaging students in
the learning process and possibly contribute to a decrease in Science performances among students. The aim of this study was to gain an insight into
the use of cooperative concept mapping on 104 rural Form-2 (averaging 14 years of age) students’ learning outcomes in the topic of Forces. A quasi-
experimental non-equivalent group design was used to compare the use of the cooperative concept mapping in different learning conditions. Data
sources consisting of quantitative data and qualitative data from the instruments indicated cooperative concept mapping has a positive effect on both
students’ understanding of, and attitudes towards Science in favour of the experimental group. Therefore, the study suggests that using appropriate
teaching practices would allow students to participate actively in a student-centred environment in improving their learning outcomes.

Wednesday 1.00pm

Title
Teacher insights about the principles of problem-based learning in STEM education

Presenters
Jennifer Mansfield, Kathy Smith, Amanda Berry, Peter Ellerton

Abstract
Monash University and the University of Queensland (UQ) are collaborating with the Melbourne Archdiocese of Catholic Schools (MACS) and Brisbane
Catholic Education (BCE) to explore Problem Based Learning (PBL) as a way to enhance Australian school-based STEM education. One of the key
intentions of this ARC Linkage funded project, was to actively position teachers as coresearchers and investigate the translation of research findings
about problem-based learning (PBL) in school-based STEM education. Research to date has revealed four key principles: rich and relevant learning
contexts; flexible knowledge skills and capabilities; active and strategic metacognitive reasoning; and, collaboration based on intrinsic motivation. These
principles inform the pedagogical framework, which is a key outcome of this research project. In this presentation, teachers working in the project share
the understandings and insights they have developed to date. Teachers explain how the principles have prompted them to think differently about the
conditions and opportunities they create to enhance student learning in STEM. They also share the challenges they have experienced and further
considerations which have emerged as they work to critically reflect and make sense of PBL in STEM education.

38
Title
Disclosure decisions: Exploring the concealable stigmatised identities of science instructors

Presenter
Sara Brownell

Abstract
Concealable stigmatised identities (CSIs) are non-visible identities that carry negative stereotypes. We know little about what CSIs science instructors
have and whether they reveal these to undergraduate students. To address this question, we examined (1) to what extent science instructors hold
concealable identities, (2) whether they reveal those identities to undergraduates, and (3) what factors influence their decisions to reveal their identities.
We surveyed a national sample of 2097 college science instructors in the United States. The most common potential CSIs among participants were
having anxiety (35.4%), being a first-generation college student (29.0%), and having depression (26.7%). Across all CSIs, few instructors revealed their
identities to students, with the largest perceived gaps being for mental health struggles and addiction, and the most common reasons instructors chose
to conceal their identities were that it was not relevant to course content, not relevant to students in the course, and the instructor typically does not
share the identity with others. Given the potential for instructors to act as role models for students, understanding what identities instructors hold and the
extent to which they share them with students is important to consider as we work toward creating a more diverse and inclusive scientific community.
This work can impact student learning because instructor role models can help students see themselves as future scientists and increase their
motivation to learn.

Title
Visualisation Type and Frequency in Final Year High School Science Examinations

Presenters
Len Unsworth, Michele Herrington

Abstract
The significance of the role of students’ interpretation and creation of multiple forms of representation in science learning has long been established and
advocated, but there is a paucity of research into the extent to which this emphasis in science education is reflected in high stakes final year high school
science examinations. This study investigated the inclusion of visualisations in the questions within such examinations that require students to construct
a response, and also the extent to which such questions required students to create or modify diagrams or graphs within their responses. Examinations
in physics, biology and chemistry from the Cambridge International Examination, New Zealand, Singapore and the States of New South Wales and
Victoria in Australia over a six-year period (2014-2019) were analysed. The results indicate that less than one third of constructed response item (CRI)
questions include visualisations, with most occurring in physics, then biology and then chemistry. An infinitesimally small percentage of questions
across all subjects and in all but one of the jurisdictions required the creation or augmentation of visualisations. The misalignment between the integral
role of visualisations in science pedagogy and the paucity of visualisations in CRIs in final year high school examinations as well as implications for
examination re-design and associated further research are discussed.

39
Title
Guiding student transduction in elementary school astronomy

Presenters
Russell Tytler, Vaughan Prain

Abstract
Science educators now broadly recognise the multimodal nature of learning in science, where learners make meanings within modes by using the
conventions of different sign systems. However, how teachers guide students to create, link, reformulate and extend meanings across modes, called
‘transduction’, is less clear. This student mapping of meanings across modes through realising, generating, aligning and coordinating meanings in
representations is crucial to learning and communicating scientific concepts, inquiry processes and reasoning. In this paper we propose a pragmatist
account of how young students can be guided to achieve cohesion in this meaning-making. Drawing mainly on Peirce’s (1998) theory of sign functions
and affordances, we analyse a learning sequence in elementary school astronomy to identify how transduction is enacted and supported when students
construct and interpret their own and others’ representations. We draw on micro-ethnographic analysis of the teacher’s interactions with students and
their artefacts to identify: 1) key transduction enablers, and 2) broader implications for teacher and student practices for this learning. We found that
young students can engage successfully in transmodal reasoning if multiple conditions are met, with implications for science inquiry design in general
and the teacher’s key role in transduction guidance.

Title
Pre-service elementary teachers' planning and reflecting on science classes using VR/AR contents: Focusing on TPACK analysis

Presenters
Hyun-Jung Cha, Seok-Hyun Ga, Hye-Gyoung Yoon

Abstract
In Korea, Virtual Reality/Augmented Reality contents are being developed and distributed with science digital textbooks. However, simply distributing
content doesn’t guarantee improvement in the quality of science classes. There should be research on how to effectively utilise Virtual
Reality/Augmented Reality contents in science classes and how to improve teachers’ expertise in this. Research on teachers’ expertise with regards to
technology utilisation is mostly carried out by adopting the Technology Pedagogical and Content Knowledge (TPACK) framework. Meanwhile, the
existing TPACK research methods have limitations in capturing interactions between different TPACK components. Recently, Epistemic Network
Analysis (ENA) has been suggested as an alternative TPACK research method. This study explored the characteristics of pre-service elementary
teachers’ TPACK in their lesson plans and reflections based on ENA. 27 pre-service elementary teachers at a university of education participated in the
study. The research data included group discourses for lesson planning, group lesson plans, and group discourses for reflection. After coding the
discourses using the TPACK coding frame, the connections between the TPACK components were visualised through ENA. The study found that
TPACK identified during planning and reflecting science classes are different. Based on the findings, the study suggested implications to enhance pre-
service teachers’ TPACK abilities and possibilities and limitations of ENA.

40
Wednesday 1.35pm

Title
Primary teachers’ adaptive expertise in interdisciplinary mathematics and science teaching: A case study of two schools

Presenters
Gahyoung Kim, Lihua Xu, Amanda Berry, Colleen Vale, Jan van Driel, Wanty Widjaja, Joe Ferguson

Abstract
Teaching is a complex undertaking, requiring teachers to create inclusive environments for all students and adapt constantly to the rapidly changing
political, curricular and classroom contexts. Therefore, teachers are required to have adaptive expertise to respond and adapt flexibly to unexpected
and novel situations. This study is part of an ARC research project that explores primary teachers' adaptive expertise in interdisciplinary mathematics
and science teaching. This presentation reports on preliminary analysis of data obtained from two Melbourne primary schools, as teachers co-planned
and co-taught an interdisciplinary sequence ‘journey through space.’ The findings suggest that the levels of teacher adaptive expertise differ depending
on teachers’ understanding of science and mathematics and its connections in teaching, but also how they apply this understanding flexibly and
deliberately in novel and non-routine teaching and learning situations. This study can contribute to knowledge about primary teachers’ adaptive
expertise and its development in interdisciplinary mathematics and science teaching.

Title
The impact of research and teaching on graduate student depression

Presenter
Katelyn Cooper

Abstract
In 2018, researchers declared a “graduate student mental health crisis” when graduate students around the world were found to be six times as likely to
experience depression compared to the general population. Calls to improve graduate student mental health followed. Using a sequential mixed-
methods study design we examined: How do aspects of graduate research and teaching affect depression in science Ph.D. students? We began by
interviewing 50 biology, chemistry, geosciences, and physics graduate students with depression from over 30 U.S. institutions. The results of the
interviews were used to create a survey to answer our research questions. Over 2,800 graduate students from ~200 U.S. institutions completed the
mental health survey. Seventy-four percent identified as having depression and they were more likely to identify as women, LGBTQ+, and financially
unstable. Students with depression were more likely to report having seriously considered leaving their graduate program. We identified aspects of both
research and teaching that alleviated or exacerbated their depressive symptoms. These aspects were broadly related to structure, positive or negative
reinforcement, emotional support, and community or isolation. Overall, we found research to have a more detrimental impact on student depression
compared to teaching and identified potential intervention targets.

41
Title
Measuring Creativity in Science – Refinement of a Pre-Post Assessment of Creativity in Scientific Contexts

Presenters
Lisa Martin-Hansen, Allyson Piersma

Abstract
How are we gauging creativity in our science students? Are we, indeed, developing the ability to think creatively? Creativity is central to the enterprise
of science. Science is often viewed to be rigid and linear, when in fact, it is exploratory in nature and requires creativity in all aspects. We are working
on an assessment to determine whether we are developing scientific creativity in our students – leading to greater success in STEM fields. As scientific
creativity is not easy to measure, this work can help science education researchers who want to examine whether learners develop scientific creativity
over time. In this session, we ask questions about scientific creativity, connect to the research literature, share our constructivist framework, and
describe how we have refined Weiping Hu’s initial development of an assessment of scientific creativity for Chinese and UK English audiences. Our
goal is to create a similar assessment for U.S. populations. We piloted the first version, examined the first data set, made revisions to the instrument,
and are now piloting our second version. We invite fellow scholars to provide feedback and suggestions about this project.

Title
Flexible, creative, constructive, and collaborative: The makings of an authentic science inquiry task

Presenter
Connie Cirkony

Abstract
To promote scientific literacy in school science, students need to learn key concepts in science, along with the nature of scientific knowledge and how it
is generated. Ideally, this learning mirrors authentic scientific inquiry through student engagement in three key epistemic practices: flexibility and
creativity, knowledge construction, and collaboration. This paper draws on findings from a larger research study investigating the implementation of a
guided-inquiry multimodal approach to teaching science. It reports on a case study of three Australian Year 9 science students investigating sustainable
design strategies for houses, as a summative task. Through a post-hoc analysis, this paper explores how, and to what extent, the task supported the
epistemic practices of authentic scientific inquiry. To address these questions, the author developed and applied an Authentic Inquiry Framework (AIF)
to analyse the students’ dialogue and interactions during this task. The findings reveal that the students applied a flexible and creative approach to
addressing their inquiry questions, through their own experimental design and engagement in provisional and collaborative knowledge construction. To
support their investigation, the students were also able to productively integrate disciplinary-specific tools and technologies. The AIF shows potential for
planning and assessing the development of students’ inquiry skills during investigative tasks.

Title
Exploring school students’ use of engineering notebooks to articulate and reflect upon team processes and learning in a STEM robotics competition

Presenters
Michael Graffin, Rachel Sheffield, Rekha Koul

Abstract
This ongoing PhD study explores the use of scaffolded engineering notebooks to support students’ development of 21st Century / transversal
collaboration and communication skills in the international FIRST LEGO League Challenge robotics competition. It addresses a gap in the literature
regarding how coaches can use scaffolded notebooks to promote students’ development and application of STEM and 21st Century skills in informal

42
project-based-learning environments. Conducted in two phases across three competition seasons (2021-2023), the study will involve 8 robotics teams
in a qualitative multiple case-study methodology based on an interpretivist paradigm. This presentation will focus on the student/team findings of the
2021 Phase 1 case studies, which involved 5 coaches and 30 students (5 teams) across two non-government school sites and a home-school in
Western Australia. Early results suggest that FLL participation has a generally positive impact on students’ development of communication and
collaboration skills. Students found engineering notebooks useful for documenting team processes and learning, and for tournament judging
presentations. Students’ collaborative use of the notebooks was impacted by their prior competition experience, the design of the notebook scaffold,
and time constraints.

Wednesday 2.10pm

Title
Teachers as innovators: Understanding the contextual realities of schools for teachers developing a Problem Based Learning framework to enhance
STEM education

Presenter
Lucas Johnson

Abstract
Teacher innovation plays an important function in working to ensure that schools are shaping education which attends to the needs of contemporary
society. However, traditional views of innovation in education have depicted teachers as passive recipients or vehicles for the innovations that impact
their practice. In this session, findings will be presented from a PhD study which explores the role of schools in actively positioning teachers as
innovators, as they seek to introduce Problem Based Learning (PBL) into their practice. Through their involvement in an ARC Linkage Project
(LP190100282), research participants for the PhD research are also involved in co-designing a pedagogical framework with researchers for the
inclusion of PBL to enhance Science, Technology, Engineering and Mathematics (STEM) education in their schools. Three individual case studies will
be examined, providing insight into the conditions, structures and resources of each individual school which have been identified as supporting or
constraining influences for teachers to work as innovators. The findings from each case highlights the unique nature of individual school contexts and
draws out the key contextual realities experienced by teachers as they attempt to innovate within their school.

Title
The upside to depression: Undergraduates benefit from an instructor revealing depression in a large-enrollment physiology course

Presenter
Sara Brownell

Abstract
Depression is one of the most common mental health concerns among science undergraduates, and students with depression report that they would
benefit from science role models with depression. In this study, an instructor of a physiology course revealed her depression in front of the whole class
in less than three seconds. Students (n = 289) were surveyed about whether they perceived it to be appropriate and the impact it had on them
personally. Of the 94.0% of students who remembered, 72.0% reported that the instructor coming out had a positive impact on them, 21.3% reported no
impact, and 6.7% reported a negative impact. We found that compared to men, women were disproportionately likely to report that the instructor coming
out had a positive impact on the student/instructor relationship and on the extent to which they perceived the instructor as approachable. LGBTQ+
students were disproportionately likely to report that the instructor coming out had a positive impact on the extent to which they felt the classroom was
inclusive. Finally, students with depression were more likely to report that the instructor coming out had a positive effect on normalising depression
43
broadly and normalising depression specifically in the context of science.

Title
Evaluating secondary student conceptual understanding of photon interference

Presenters
Kyla Adams, Tejinder Kaur, David Blair, David Treagust

Abstract
Quantum physics (QP) concepts that are increasingly being included in upper secondary curricula typically emphasise mathematics instead of
foundational conceptual understanding. To address this issue, Einstein-First is developing a modernised progression of learning from Years 3-10
encompassing Einsteinian physics concepts in ways that are accessible and fun and are in tandem with the regular curriculum. The program is in its
10th year in Western Australia, with a planned national implementation this year. In this paper, we investigate changes in Year 9 (aged 14-15) students’
understanding of foundational QP concepts from a series of lessons taught by the researcher in cooperation with teachers to three classes in two
schools. The research involved a pre-post design and mixed method analysis to measure students’ test responses and post intervention interviews. Our
findings show that concepts relating to QP (e.g. quantum probability and photon properties) are challenging for students and often result in
misconceptions. Test scores and a thematic analysis of responses indicate that the language used by students evolved from classical to Einsteinian.
Difficulties with a graphical approach to understanding quantum probability in the context of interference could be addressed by a foundational
mathematical understanding of vectors in parallel with the science content.

Title
Enacting science inquiry as habits: The potential for change

Presenters
Joe Ferguson, Melinda Kirk

Abstract
In this paper, we report on a 6-lesson microorganisms science sequence that we co-designed and co-implemented with 90 Year 6 students and three
teachers at a government primary school in metropolitan Melbourne. We did so in order to provide students with opportunities to develop creative,
critical and collaborative practices as the basis of doing science in meaningful ways. We collected video data (GoPro and iPad footage) and student
artefacts (worksheets, journals) to undertake a micro-ethnographic analysis of the ways in which one class (30 students and their teacher) were
challenged to change their teaching and learning practices from teacher-centred to student-centred as they embraced the affordances of inquiry as the
driver of the method of science. We propose, using the pragmatist semiotics of Charles Pierce as our methodological framing, that by positioning the
students’ and teachers’ actions as beliefs of the nature of habits, that fostering inquiry in the science classroom ought to be considered as changing
habits. By doing so, we hope that researchers, teachers and students can acknowledge the potential for deliberate pedagogical change through a
process of self-awareness and a desire to resolve doubt on the path to scientific understanding as the basis to change the world in immediate and
useful ways. But, we stress, this takes time and a commitment to inquiry, neither of which is easily achieved in the contemporary science classroom.

44
Wednesday 3.15pm

Title
Enduring competencies to empower students through science education in Aotearoa New Zealand

Presenters
Sara Tolbert, Bronwen Cowie, Pauline Waiti, Rosemary Hipkins

Abstract
Drawing from local and international scholarship and recommendations for curricular reform in science, we articulate a set of four enduring
competencies to guide teaching and learning in Aotearoa NZ: (1) drawing on different knowledge systems, (2) enacting a range of science inquiry
practices, (3) working with the literacy practices of science, and (4) using science for decision-making and action. Research-informed elaborations of
the four enduring competencies are designed to provide more explicit guidance about how to design a science curriculum that aims to foster critical,
informed and responsible citizenship. Furthermore, the four enduring competencies were designed with attention to mana ōrite, an Aotearoa New
Zealand concept that means parity for mātauranga Māori (Indigenous Māori knowledge) with dominant, or settler-colonial, knowledge systems. In this
paper and presentation, we discuss the process through which we developed the four enduring competencies for the national science curriculum and
assessment refresh process in Aotearoa New Zealand, and share how they are being used to guide curricular reform.

Title
Inclusive STEAM learning in culturally valued play-based experiences: A case study in an early childhood centre in Australia

Presenters
Shukla Sikder, Jahirul Mullick, Anamika Devi, Muhammad Alamgir Hossain

Abstract
In order to promote the development of relevant skills and learning across different disciplines in children from an early age, STEAM education
emphasises the importance of engaging children in problem-solving activities that involve real-life scenarios. The learning and development process of
children is influenced by their cultural experiences, habits, and ways of reasoning. The early years learning framework recommends the use of
challenging and culturally valued experiences that foster high-level thinking skills. However, there is limited understanding of how educators can
effectively ensure STEAM learning for all children, including those with disabilities and diversities. This study aims to explore how educators can create
STEAM learning conditions that are inclusive for all children in culturally valued play-based experiences. We used digital visual observation to collect
data from an early childhood centre. Specifically, we analysed 40 minutes of video data on toddlers’ risk play using a 4P phases model for STEAM
learning, a triple ‘A’ framework for full inclusion, and a pedagogical strategy model for educators’ positioning. Our findings suggest that effective
planning, active positioning, and pedagogical reflections are crucial for educators in employing ‘inclusive STEAM pedagogy’ through culturally valued
play for all children, which can help ensure equity in early years.

45
Title
Arts-based research uncovers the complexities of STEM education

Presenters
Amanda Peters, Peta White, Jo Raphael

Abstract
Science, Technology, Engineering and Mathematics (STEM) education is framed as key to national economic prosperity. Government policies, within
Australia and other countries, frame schools as pivotal to enacting quality STEM education. However, in the Australian context as reported via TIMMS,
student engagement in school-based STEM is in decline. The STEM vision within government policies is simplistic, ignoring the complexities in STEM
education. To gain insight into these complexities, a two-step methodology was employed to understand the realisation of policy in practice with a view
to informing STEM educational reform. Provocations derived from critical analysis of STEM policy, using the ‘What is the Problem Represented to be?’
(WPR) approach (Bacchi, 2009), were presented to a range of STEM education stakeholders. Their experiences and perspectives of STEM education
were explored using innovative arts-based research (ABR) approaches including drama-like activities. In educational research, there is an opportunity
to innovate methodology and ABR provides openings to deconstruct complexity whilst uncovering assumptions and silences, disrupting the current
rhetoric. The study will outline the affordances of applying novel ABR approaches and the findings, articulating the entanglements within the realisation
of STEM education policy in practice, will be discussed and explored.

Wednesday 3.35pm

Title
Understanding student emotion to inform responsive science inquiry teaching practices

Presenters
Subhashni Appanna, Alberto Bellocchi, James Davis

Abstract
Science inquiry has been used in science education to engage school students, to develop their knowledge and understanding of scientific ideas, to
improve scientific literacy, and to model how scientists explore phenomena using inquiry skills and scientific ways of working. Despite the extensive
research on science inquiry, few studies investigate student emotions, how they influence learning experiences during science inquiry, and how they
can inform responsive teaching practices. In this presentation, we share an understanding of student emotions before and after responsive teaching
practices during science inquiry within two Australian Year 10 chemistry classes. An interpretive methodology and methods, including emotion diaries,
cogenerative dialogue, and video data, are used to understand students’ unpleasant emotional experiences and teachers’ responsive inquiry
instruction. Findings from this study offer new knowledge about how students’ unpleasant emotional experiences can be used to identify challenges
faced by students and develop responsive instruction to address emerging needs during science inquiry. Implications for classroom teaching about
using student emotions to identify and address barriers to learning will be shared. Ideas will also be shared for future research that could draw on the
concepts and techniques developed in this study to explore student emotional engagement during science inquiry.

46
Title
Embodied learning in Early Years science: Draw like a scientist

Presenter
Chris Preston

Abstract
This paper is part of the Embodied Learning in Early Years Maths and Science (ELEMS) study, a NSW Department of Education Strategic Research
Grant project. The research aims to explore the development and testing of research-based learning-design principles involving the drawing mode that
can be applied by teachers of early-years science. The research question is how does an embodied learning approach support teaching and learning of
science in early primary school? A Draw Like A Scientist activity was implemented with preschool, Foundation year, year 1 and year 2 students. The
teaching strategy extends tracing from finger tracing to mind tracing (using the eye or the finger in the air for a projected image). Underpinned by
Variation theory, showing what not to draw, helps students comprehend what they should draw. Teacher modelling demonstrates the technique of
outline sketching a simple line drawing showing characteristic features to provide an accurate representation of the subject. Results of the pre and post
teacher modelling drawings by students will be presented and discussed along with data analysis methods. Findings indicate an overall improvement in
children’s drawings of a plant seedling with greater detail and more accurate proportions. Implications for teachers will be presented and discussed.

Title
Shifting from Concepts to Systems: Pre-service Science Teachers’ Perceptions of Using Systems Thinking in STEAM Education

Presenters
Katelyn Mills, Hye-Eun Chu, Sonya Martin, Michael Cavanagh

Abstract
This study explored pre-service teachers' beliefs about STEAM education and their perceptions of using systems thinking. STEAM education provides
students with a platform to understand their environment beyond the classroom, while systems thinking enables educators to address real-world issues
as interconnected systems. The study used a mixed-methods approach, collecting and analysing survey and interview data. The Systems Thinking in
STEAM Questionnaire for Pre-service Teachers (STSQ-PT) was developed and validated by science educators and school teachers, and three 30-
minute seminars were conducted. All eleven participants demonstrated a significant shift in their perceptions from neutral to positive responses for most
items. The study suggests pre-service teachers recognise the importance of systems thinking in STEAM education to prepare effective STEAM lessons.
Incorporating systems thinking in STEAM education can promote critical thinking skills necessary for addressing real-world problems. This study
provides insights into pre-service teachers' beliefs and has implications for educators designing and delivering interdisciplinary and relevant STEAM
lessons.

47
 Thursday Parallel Sessions

Thursday 8.15am

Title
Students’ perceptions of immersive virtual reality to learn chemistry

Presenters
Dewi Ayu Kencana [HDR Student], Mihye Won [Supervisor], Ricardo Bruno Hernandez-Alvarado [HDR student], David Treagust [Supervisor], Mauro
Mocerino [Supervisor], Henry Matovu [HDR student], Roy Tasker [Supervisor], Chin-Chung Tsai [Supervisor]

Abstract
Immersive virtual reality (iVR) as an advanced 3D visualisation technology can enhance students’ scientific visualisation and engagement in learning.
However, how students’ perceptions of iVR influence their learning has not been studied. To address this gap, we investigated students’ perceptions
and approaches towards collaborative learning in iVR. Twenty pairs of first-year university students experienced an iVR activity about the interactions
amongst water molecules in snowflakes. Students’ post-interviews responses were analysed through a cross-case pattern analysis and two groups
were identified. Most students regarded iVR as a space for active explorations. They expressed enjoyment in manipulating 3D molecules to determine
the best molecular arrangement for building complex ice lattices. Students explained how hand gestures sustained active discussion when they realised
their avatars had no facial expressions. A minority of students, in contrast, perceived iVR as an environment to observe (rather than interact with) the
3D structures and their surroundings. They mentioned how cautious they were when exploring the space and wanted more guidance when making
complex 3D structures. They stated that the lack of facial expressions challenged their social connections in iVR. The findings warrant further
exploration of students’ learning preferences and how they engage with iVR.

Title
Innovation-led evidence and evidence-led innovation: Shaping science education innovation cultures through an entrepreneurial perspective

Presenter
James Davis [Academic]

Abstract
Evidence-based practice is a popular mantra espousing improvements to science teacher education and professional learning. Problematic is that
regardless of the quality of teacher learning experiences, the enactment of what teachers learn is often different to the abstract and decontextualised
ideas that teachers carry into the classroom. This paper proposes significant innovation in the way we think about teacher education and professional
learning and its application to enacted classroom practices. The aim of this paper is to conceptualise how we may grow science education innovation
cultures that integrate innovation-led evidence and evidence-led innovation. This paper builds on emerging research that seeks to reshape teachers as
entrepreneurial innovators and localised leaders of classroom and school-based innovation. Entrepreneurialism involves enterprise capabilities for
thinking like an entrepreneur, and entrepreneurship as collective actions for seeking out and acting on opportunities to create social and cultural value
for others. The notion of entrepreneurial science education has emerged recently giving rise to the idea of the science teacher as an entrepreneurial
[Link] conceptual paper draws from extensive practice-focused research and scholarship from international settings, where the author has
spent several years building connections between science education and entrepreneurial education.

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Title
Girls in STEM: Engagement with industry

Presenter
Coral Campbell [Academic]

Abstract
The project Girls as Leaders in STEM (GALS, 2019-2022) aimed to engage girls (school years 5-8) in STEM learning, enhancing their understanding of
STEM-related career opportunities through working with industry partners and authentically generated projects. This presentation describes an
investigation into how industry professionals, university educators, teachers, and students successfully implemented a STEM education experience
(GALS). In undertaking GALS, Sustainability Development Goal 4 (SDG4) was enacted as it seeks to ensure inclusive and equitable quality education
and promote lifelong learning opportunities for all. Evaluation processes were used to generate data to describe and measure changes in student
practices, attitudes, and engagement in relation to STEM as a result of connecting to industry problems. Focusing on teacher and student interview
data, feedback provided interesting understandings of the process, and in particular, the role of industry in relation to the girls’ attitudes. This research
highlights the benefits of industry involvement with girls in terms of their engagement with STEM, the authenticity of STEM learning, and the novelty of
the learning experience. These benefits are discussed with respect to how they can raise girls’ STEM aspirations and ensure equitable educational
opportunities—aligning with SDG4.

Title
Can facial and mouse/keyboard tracking be used to monitor student engagement in online learning?

Presenter
Tracey-Ann Palmer [Academic]

Abstract
Engaging students in learning tasks improves student outcomes but online learning means that engagement is difficult to gauge as teachers cannot
always see their students. This presentation reports on a pilot study conducted with Year 9 and 10 data science students to determine if AI analysis of
facial and mouse/keyboard tracking can measure student engagement in online activities. To test this, four data science teachers codeveloped an
online activity with tasks of differing design and difficulty. Students (25) completed the activity on school computers that tracked their facial movements
and computer interactions. Student responses to the activity were evaluated in six focus groups with 20 of these students and compared with the
tracking data to determine if the AI platform could track student engagement. This presentation reports on our methodology and preliminary findings that
suggest real-time tracking is a valuable analytic tool to help data science teachers identify student learning personas. This gives teachers a valuable
tool to customise learning and thus improve student outcomes.

49
Title
Toward a pedagogy of multispecies care in science teacher education

Presenter
Sara Tolbert [Academic]

Abstract
Preparing teachers who can help students critically participate in the complex ethical dilemmas and challenges we face in the Anthropocene must
become a guiding principle of science teacher education. In this presentation, I share results from a qualitative study of course activities designed to
prepare preservice teachers to act and teach with an awareness of interconnectedness and care for more-than-human species. In one activity,
preservice teachers explore ‘who lives in the soil, and why do they live there?’ After identifying and classifying the wide range of insects, worms, and
spiders they find in garden soil, they construct explanations about the role soil animals play in sustaining life for both human and more-than-human
animals and use art as a pathway for rethinking their (often antagonistic or fear-laden) relationships with insects. In another activity, preservice teachers
analyse high school students’ responses to a cat dissection activity (via a pre-recorded focus group discussion) in which the students struggle not with
the act of dissecting but rather the lack of attention to the sacred dimensions of working with deceased animals (for example, one student in the focus
group reported wishing that she could have buried the heart of the cat). I analyse how preservice teachers contemplate opportunities and limitations of
science as a pathway for collective wellbeing in the Anthropocene. The contribution of the study is in its implications for supporting preservice teachers
to cultivate multi-species caring as an integral science education practice. The challenges are that science teacher education in the Anthropocene is
charged with much more than teaching students to be ‘good apprentices’ into scientific communities. This is a daunting task for science teachers and
teacher educators alike. However, this study demonstrates how opportunities emerge from creative approaches to staying with the trouble of this
challenge.

Title
Arts-based research uncovers the complexities of STEM education

Presenters
Amanda Peters [HDR Student], Peta White [Supervisor], Jo Raphael [Supervisor]

Abstract
Science, Technology, Engineering and Mathematics (STEM) education is framed as key to national economic prosperity. Government policies, within
Australia and other countries, frame schools as pivotal to enacting quality STEM education. However, in the Australian context as reported via TIMMS,
student engagement in school-based STEM is in decline. The STEM vision within government policies is simplistic, ignoring the complexities in STEM
education. To gain insight into these complexities, a two-step methodology was employed to understand the realisation of policy in practice with a view
to informing STEM educational reform. Provocations derived from critical analysis of STEM policy, using the ‘What is the Problem Represented to be?’
(WPR) approach (Bacchi, 2009), were presented to a range of STEM education stakeholders. Their experiences and perspectives of STEM education
were explored using innovative arts-based research (ABR) approaches including drama-like activities. In educational research, there is an opportunity
to innovate methodology and ABR provides openings to deconstruct complexity whilst uncovering assumptions and silences, disrupting the current
rhetoric. The study will outline the affordances of applying novel ABR approaches and the findings, articulating the entanglements within the realisation
of STEM education policy in practice, will be discussed and explored.

50
Thursday 8.50am

Title
Analysis of students’ social interactions while learning science concepts in collaborative immersive virtual reality

Presenters
Henry Matovu [HDR Student], Mihye Won [Supervisor], Ricardo Bruno Hernandez-Alvarado [HDR student], David Treagust [Supervisor], Mauro
Mocerino [Supervisor], Dewi Ayu Kencana Ungu [HDR student], Chin-Chung Tsai [Supervisor], Roy Tasker [Supervisor]

Abstract
Immersive Virtual Reality (iVR) technology can support students’ visualisation of science concepts and collaborative learning. However, common
educational iVR applications focus on single-user rather than multi-user interactions. We addressed this gap by investigating how student pairs
negotiated their scientific understanding in a collaborative iVR environment. Thirty-three pairs of first- and second-year university students were
videotaped as they completed a series of interactive learning tasks about an enzyme-substrate reaction in iVR. Cross-case analyses of students’
interactions in iVR identified patterns in the sequence of students’ movements, chemistry concepts discussed, and relative contributions to the
conceptual discussions. The pairs who engaged in rich conceptual discussions appeared to explore the iVR environment comfortably. They constantly
adjusted and aligned their perspectives with their peers physically and conceptually as they examined the enzyme and its reaction. This active
exploration appeared to help them challenge their thinking and negotiate to reach a consensus. Other student pairs, in contrast, were more inhibited in
their physical and verbal interactions in the iVR environment and, consequently, had superficial conceptual discussions. The differences in students’
collaborative interactions in iVR suggest the need to identify effective strategies to promote collaborative learning in iVR.

Title
Cognitive Demands of Senior Science Curricula: A Case Study of Intention and Practice

Presenters
Claudia Johnson [HDR Student], Helen Boon [Supervisor], Maree Dinan Thompson [Supervisor]

Abstract
A curriculum’s cognitive demands determine the level of thinking required to successfully engage with learning tasks. As curriculum documents are
translated into classroom teaching, their cognitive demands may change, potentially impacting students’ opportunity to learn knowledge to its intended
depth. This case study investigated the cognitive demands of the recently reformed Queensland physics, chemistry and biology curriculum using data
from 82 classroom observations and a document analysis of the syllabi. Results show that the reformed syllabi place greater emphasis on retrieval and
comprehension than on the higher-order cognitive skills analysis and knowledge utilisation. In observed lessons, teachers provided students with
balanced opportunities to practise lower- and higher-order cognitive skills. However, higher-order tasks were dominated by theoretical analysis at the
cost of contextualised knowledge utilisation. Teachers’ instructional strategies showed little variety and were dominated by individual work and teacher-
centred activities. Alignment between the cognitive demands of the enacted and prescribed curriculum was low, mainly due to insufficient
comprehension and knowledge utilisation tasks in lessons. The cognitive demands of examined senior science curricula may give students a false
impression of the nature of scientific knowledge. The study discusses potential implications for students’ engagement with STEM and for teacher
education.

51
Title
Integrated STEM Education and Girls’ Emerging STEM Identities

Presenters
Tabetha Spiteri [HDR student], Amanda Berry [Supervisor], Rebecca Cooper [Supervisor], Jared Carpendale [Supervisor]

Abstract
An integrated approach to STEM education (iSTEM) is said to promote the development of a positive STEM identity, particularly for girls. However,
there have been calls for more research on (1) the impact of iSTEM education on girls’ STEM identity development, and (2) iSTEM education in an
Australian context. As such, this qualitative PhD study sought to investigate the experiences of girls in iSTEM education during their first year of
secondary school, and to understand how these experiences influence their emerging STEM identities. Participants were nine girls from one large
Melbourne secondary school that were undertaking a new core iSTEM subject. Girls were asked to take photographs during two of their iSTEM lessons,
and choose two photographs from each lesson to discuss during two follow-up photo-elicited focus group interviews. This presentation will discuss the
findings from the thematic analysis of the focus group data. Results from this study could potentially inform stakeholders about the types of iSTEM
experiences that help promote the development of a positive STEM identity for girls.

Title
Exploring instructor visibility in video-based instruction in secondary school science

Presenters
Steve Griffiths [HDR Student], Christine McDonald [Academic], Chris Campbell [Academic], Harry Kanasa [Academic]

Abstract
This mixed methods study investigated how instructor visibility in video-based instruction influences cognitive load, social agency, and student learning
in a high school science context. Participants included 116 high school students (aged 13 – 16) who viewed a 5-minute video lesson on lightning
formation where the instructor was either visible (transparent whiteboard) or not visible (digital ink). Student learning was measured using a pretest-
posttest instrument, and cognitive load and social agency were measured using closed-ended Likert scale instruments, open response questions, and
focus group interviews. Findings indicated there was no significant difference in learning gain between the instructor visibility conditions. There was a
significant, moderate effect of instructor visibility on reducing extraneous cognitive load for learners with low learning gain due to visibility of signalling
cues, iconic gestures, and facial expressions. In addition, there was a significant, moderate effect of instructor visibility on increasing germane cognitive
load for high learning gain learners and increasing social agency for low prior knowledge learners due to the visibility of non-verbal social cues. This
study adds to the extant body of research on instructor visibility in videos in an authentic learning setting.

Title
How well does the F-10 Australian Curriculum prepare students to be water literate citizens?

Presenters
Louisa Tomas Engel [Academic], Reece Mills [Academic]

Abstract
Water security is a persistent global challenge, yet, Australians have a limited understanding of natural and urban water systems, and generally hold
negative attitudes towards sustainable solutions for water security. This suggests an important need to develop citizens’ water literacy (i.e., their water-
related knowledge, attitudes and behaviours). In this study, McCarroll and Hamann’s (2020) Dimensions of Water Literacy guided a document analysis
of the F-10 Australian Science and Humanities & Social Sciences (HASS) curricula to answer the research question: How well does the Australian

52
curriculum prepare students to be water literate citizens? Findings revealed that concepts related to water literacy were confined largely to the Year 4
Science and Year 7 Geography curricula. Knowledge dimensions were privileged in both curricula through concepts related to the natural and urban
water cycle (Science) and to connections between water and people, place and liveability (HASS). While there were occurrences of knowledge about
how water is and should be used, the structure of the curriculum does not explicitly focus on the development of students’ positive attitudes and values
towards water, nor engage them in informed individual or collective decision-making. Implications for the conceptualisation of water literacy, and what it
means to be a ‘water literate citizen’ are also discussed.

Thursday 9.25am

Title
Approaches for an understanding of fundamental research about chirality with immersive VR

Presenters
Mareike Frevert [Academic], David-Samuel Di Fuccia [Supervisor]

Abstract
Chirality is one of the fundamental characteristics in the molecular world. To develop a modern understanding about that topic it is crucial, to have an
adequate spatial ability as well as teaching and learning materials which try to make research methods and contents comprehensible and try to avoid
misconceptions. Because of a lack of possibilities to learn about such research topics in real life, immersive virtual reality technology can be used for an
insight about research on chirality. Because of that reason immersive virtual learning environments will be developed which focuses on modern topics
like coulomb explosion in a close cooperation with associated physicists and chemists. The environments should be available for students in upper high
schools and at university. They will also be tested and evaluated concerning the learning effects and usability. This proposal will give an insight in
developing VR-environments about chirality by mentioning learning effects and show prototype versions of the VR-environment. Additionally, the design
of the evaluation will be presented as well.

Title
Contesting the Curriculum: How an Email Discussion List Shaped the Debate on Secondary Science Education in Queensland.

Presenters
Theo Clark [HDR student], Kim Nichols [Supervisor], Ian Hardy [Supervisor]

Abstract
In the recent RISE Special Issue Tribute to the late Peter Fensham, a commentary on the history and evolution of Queensland’s senior physics
curriculum was provided. This oral paper extends this commentary by focusing on the contestation of the Science Technology and Society (STS)-
context-inquiry Queensland Physics syllabuses (2001, 2004, and 2007). Specifically, this paper will examine the use of an email discussion list as a
medium for teachers and some university academics to voice their different perspectives and arguments about the nature and purpose of science
education; and how concerns raised by a number of contributors eventually resulted in a campaign for a return to a more 'traditional' form of curriculum
and assessment in physics. By combining Fensham's model for considering the influence of six competing societal demands on school science
education with an analysis of contributions to the discussion list, this presentation aims to provide insights into the complex process of science
curriculum reform and the contestation that may result from it. Through this analysis, this paper aims to contribute to the ongoing conversation around
science education and curriculum development in Queensland and beyond.

53
Title
STEMinist Stories: How tertiary STEM experiences impact future career trajectory (a narrative approach)

Presenters
Nicole Fairhurst [HDR student], Rachel Sheffield [Academic], Rekha Koul [Academic]

Abstract
In light of the transformative effect of technology on human life, STEM fields are increasingly seen as crucial for ensuring economic prosperity and
addressing complex global challenges. Despite this, there is ongoing debate about the best strategies for promoting STEM literacy and building a
competent STEM workforce. One approach is to examine the influence of educational experiences on individuals' choices to pursue STEM careers.
This research paper contributes to this ongoing debate by providing insight into the personal narratives of women in STEM by exploring the impact of
personal experiences on the STEM career paths of eight women who were members of the STEMinist research team in 2016. The study adopts a
narrative research design using vignettes to explore the personal experiences of these women in STEM and how they influenced their career decisions.
The data collection is based on Creswell and Guetterman's (2021) model for conducting narrative research and analysed through thematic analysis to
uncover common themes. The participants consist of an engineer, early-career teachers, and seasoned academics. Whilst some pathways are
relatively straight and predictive other journeys especially for younger women are much more complex and challenging.

Title
Exploring the role of goal orientations and self-efficacy in high school science learners’ distance learning participation and engagement

Presenters
Yang-Hsin Fan [HDR Student], Tzung-Jin Lin [Supervisor]

Abstract
The domain-specific and multi-dimensional characteristics of self-efficacy and goal orientation have been highlighted in the science education literature.
However, limited studies have explored the predictive role of these motivation factors in science learning participation and engagement, especially in
the context of distance learning environments. This study aimed to fill this gap by exploring the 376 high school students’ distance science learning
experience. The correlation analysis demonstrated that all dimensions of goal orientation and self-efficacy were positively correlated to science learning
participation and engagement. Stepwise regression analyses revealed that functional self-efficacy and mastery-approach goal are significant predictors
for explaining science learning participation, including verbal and non-verbal dimensions, while performance-approach goal could also predict students’
verbal participation. Moreover, functional self-efficacy, general self-efficacy, and mastery-approach goal could significantly explain all dimensions of
science learning engagement. Overall, the study contributes a model of motivation factors predicting students’ science learning participation and
engagement in distance learning environments. The findings of this study suggest that, to facilitate students being highly engaged in a distance science
learning environment, science educators should pay considerable attention to students’ mindsets toward achieving their learning goals and be aware of
relevant issues that pertain to students’ self-efficacy.

54
Title
Is Scientific Literacy Universal? Conceptualisation Of ‘regional Scientific Literacy’ And Development Of Program For Cultivating It

Presenters
Yong Jae Joung [Academic], Jaehyeok Choi [Academic], Heekyong Kim [Academic], Kwang Hee Jo [Academic]

Abstract
In this study, based on the review of previous studies on scientific literacy, conceptualization of regional scientific literacy was proposed, and a program
to cultivate it was developed. In the first part, from the literature reviews, it was found that the emphasis on universal scientific concepts and rational
thinking may have a limit to be relevant to students’ lives and their regional problems. It was because scientific literacy referred mainly to generalized
scientific knowledge, skills, and attitudes. For education close to the lives of students, we tried to conceptualize RSL and suggest three statuses of RSL:
scientific literacy as content, scientific literacy as tools, and scientific literacy as mediators. In the second part, based on the conceptualization of RSL,
we suggested the program of ‘Community of Inquiry in Region’ (CIR) for cultivating RSL. It was designed under three principles: construction of a
community centered on a village, discovery of real problems in a village, and inquiry into the way of solving the problem in a village. The core activities
in the program were forming a community of preservice teachers and members of schools and villages, and exploring solutions to practical problems in
the region within the community. We also discussed the educational implications of CIR based on the results of a pilot application of the program
involving thirteen preservice primary teachers including changes of their perceptions of RSL. If more diverse science education programs to enhance
RSL are developed and applied, it will help to implement and spread regional-based science education and to promote vivid scientific literacy related to
students’ lives.

Thursday 10.30am

Title
EinsteinFirst – A timely, theoretically-informed Years 3-10 curriculum initiative

Presenters
David Treagust [Academic], Kyla Adams, David G Blair, Jyoti Kaur, Shon Boublil, Anastasia Popkova, David Wood, Marjan Zadnik, Magdalena Kersting

Abstract
Einstein-First is an Australian Research Council funded initiative, designed to modernise the school science curriculum by introducing students in Years
3-10 (aged 7-16 years) to 21st century physics. Over the past six years, a seamless spiral curriculum for introducing topics and concepts of Einsteinian
physics encompassing quantum physics, relativity and gravitation has been developed and taught in Years 3-10 in a large sample and wide variety of
classes in Western Australian schools. This curriculum initiative introduces our best modern understanding of physical reality at age-appropriate levels
using toys, simple experiments and role plays; it also includes an associated mathematics program. The curriculum is based on seven sound
educational principles for effective learning, and is guided by the Model of Educational Reconstruction that is increasingly being used internationally.
The Model of Educational Reconstruction is based on established research on teaching and learning, focuses on clarifying content to be taught and
learned and on evaluating learning resources. In this presentation, we will introduce each of these aspects – the spiral curriculum, educational principles
for effective teaching and learning, and the Model of Educational Reconstruction within the context of Einstein-First.

55
Title
Investigating the predictors of adolescent self-efficacy in the sciences

Presenters
Kathryn Holmes [Academic], Nathan Berger [Academic]

Abstract
Self-efficacy is a powerful predictor of students’ science subject choices in the senior years of schooling. As a measure of student perceptions of their
competence in science, self-efficacy can be impacted by a range of factors. In this paper, we investigate the relationship between adolescent self-
efficacy in biology, chemistry, and physics and a range of factors that could potentially impact self-efficacy in these science sub-disciplines. This
exploratory study employed student surveys to determine the relative contribution of gender, student grade level, fixed and growth mindset, goal
orientation, anxieties related to learning and testing, and anxiety related to applying mathematics in science, to student self-efficacy in each science
subject. Participants were 475 adolescents (332 female, 141 male, 2 other) from five independent schools in Sydney, Australia. Across all three
sciences, self-efficacy was negatively predicted by measures of fixed mindset and anxieties related to learning and doing each subject, and positively
by measures of mastery and performance approach goal orientations. Growth mindset and anxiety related to applying mathematics in science were
predictors of self-efficacy in chemistry and physics only, and subject-specific test anxiety was a predictor of biology and chemistry self-efficacy, but not
physics self-efficacy. Student grade level was unrelated to self-efficacy across all three subjects and gender was only significant in relation to biology
self-efficacy. The findings have implications for designing interventions to increase self-efficacy in biology, chemistry, and physics.

Title
Science Curriculum, Interdisciplinarity, and Critical Judgement

Presenters
Leonie Rennie [Professor Emerita]

Abstract
In this age of acronyms, such as STEM STEAM, STEAME, it is easy to lose sight of what the purpose of science education might be. Two recent
publications confirmed for me that one focus of science education should be to develop skills that enable students to make judgements about credibility
of information. Jonathan Osborne wrote about science as practice and Rosaria Justi wrote about science for citizenship. Although apparently far apart
in their focus, both are underpinned by the notion that students need an education that gives them the skills of critical judgement. This does not happen
by knowing knowledge; rather it means knowing how to use knowledge. In this presentation I will argue that the practice of science in the real world is
interdisciplinary, and an interdisciplinary science curriculum is an effective way to develop such skills. I will demonstrate this by using two very different
examples of science: first, the making of synthetic diamonds, a quest that began with Isaac Newton, and a second that is more recent, finding a
vaccination for COVID-19. From these examples, I draw consequences for the practice of science curriculum.

Title
Analysis of trends of research on education about artificial intelligence based on natural language processing

Presenters
Hunkoog Jho [Academic], Jaehyeok Choi, Hyeonah Noh, Jongwon Park

Abstract
Recently, interests in applying advanced science and technology to the educational settings have been heeded in the community of science education.
In particular, AI-related technologies are broadly used across disciplines. This study aims at investigating the educational studies on using AI. Thus, this

56
study collected a total of 1,037 articles published in the international journals indexed in SCI, through the online database and examined the features of
the research based on analysing the abstracts by unsupervised machine learning. According to the K-Means clustering with elbow method, the studies
were categorised into six trends as listed: predictive analytics and trend review of AI in education, development of programme using AI, effect of AI-
related contents on teachers and pupils, system/database design for AI in education, competence relevant to AI in education and environment for future
education. The most dominant one is developing materials for AI-based education and the number of studies about the category has been drastically
increased for the last few years. This study will give some implications for AI in education and effective strategies to understand the changes in
education.

Thursday 11.10am

Title
Explanatory science diagrams with a Year 7 class to develop conceptual understanding and creative skills.

Presenters
Katrina Prendergast [HDR student], Mihye Won [Supervisor], David Treagust [Supervisor]

Abstract
Although creative thinking is one of ACARA’s general capabilities, few examples exist regarding how to encourage creative thinking in a science class.
This study examined how drawing explanatory diagrams on science curricular topics supported students to use their imagination and practice creative
skills. Eight lessons for separation of mixtures and balanced/unbalanced forces were developed and implemented in a Year 7 class. Each lesson
involved an observation followed by group and teacher discussions to elicit each student’s explanation before they drew their own explanatory diagram
of the phenomena. The diagrams and class videos were analysed for both conceptual understanding and communication of ideas. The diagrams and
discussions displayed a deeper understanding of the science concepts than is normally evident in Year 7. Further development of their creative skills
was evident when students collaborated in groups to create causal explanations as they generated and debated ideas, discussed and imitated
diagrammatic conventions and provided constructive feedback on each other's diagrams. Alongside the benefit to students in developing creative
abilities and deep knowledge of science concepts, this study also provides science teachers with a workable example of how to bring teaching of
creative skills into the classroom and demonstrate best practice from experience.

Title
Comparing student values and wellbeing across science and mathematics education

Presenters
Julia Hill [HDR student], Jan van Driel [Supervisor], Margaret L. Kern, Wee Tiong Seah

Abstract
Recognising and supporting student wellbeing in schools has become a global priority. Wellbeing is value dependent and differs across contexts,
including school subjects. Even as a growing number of studies, curricula, and programs focus on student wellbeing in schools, applications to specific
school subjects are scant – including science and mathematics education. In this study we compare 292 grade eight students’ values and their
conceptualisations of wellbeing in their science with their mathematics classrooms. Here we report on students’ responses to two open-ended survey
questions: 1) What makes you feel good and function well in [maths/science], and why? 2) What is the most important thing for you when learning
[maths/science], and why? Data was analysed using a combined inductive/deductive thematic approach. Findings point to similar core values
supporting wellbeing in mathematics and science, yet with differences in the hierarchy of these values. This study strengthens understanding of
students’ optimal feeling and functioning in science compared to mathematics, and points to areas to target (i.e., autonomy, accomplishments,

57
engagement, cognitions, meaning, perseverance, positive emotions, and relationships) to improve students’ feelings and functioning in science
learning.

Title
Program offerings of the Victorian Tech Schools: Outcomes for students, teachers and schools

Presenters
Linda Hobbs [Academic], George Aranda [Academic], Seamus Delaney [Academic], Jerry Lai [Research Consultant]

Abstract
As schools grapple with how to introduce STEM into their curriculum, it is becoming increasingly essential to develop programs that support and sustain
teacher and school change. STEM learning centres play a vital role as part of the STEM education ecosystem by providing specialist learning
experiences for students and teachers to complement school curricula. In Victoria, the Tech Schools are specialised, purpose-built STE(A)M learning
centres that are accessed by local secondary schools to supplement their STEM-related subjects. Tech Schools provide learning programs many of
which are developed in partnership with local industry partners to suit local contexts and needs, and are aligned to the Victorian school curriculum. As
part of a longitudinal evaluation of the Tech Schools Initiative, this paper will explore the differential effects Tech School programs have for participating
students and teachers. Six categories of programs were devised for a program impact analysis drawing from one year of data from students (student
exit survey n=7625, student attitudes survey n=1,539) and teachers (teacher exit survey n=526), and interviews with students (n=35). The program
categorisation provides a useful delineation of programs that can be offered at STEM learning centres and schools. Understanding the effects of these
informs future funding and effort for program design, resourcing and delivery in STEM education organisations operating outside of but integrated into
the formal school structure.

Thursday 11.45am

Title
A cultural-historical analysis of STEM learning through block play

Presenters
Anamika Devi [ECR], Shukla Sikder [Academic], Wendy Goff [Academic], Angela Fitzgerald [Academic]

Abstract
People with STEM skills are urgently needed to fulfil the increasing demand of the digital future for 21 st century. Therefore, the foundation learning
opportunities for STEM education need to be incorporated from the early years. Children develop scientific concepts gradually by engaging in real-life
problems through purposeful play. Block play is a regular play in early childhood settings; however, it is not framed as purposeful. Educators need to set
up intentional play opportunities for children to foster their high-level thinking skills, such as locating a problem, hypothesising the problem, and testing
the solution. There is very limited research on how educators can enhance children’s STEM learning using block play. Digital video observation has
been used to collect 65 hours video data across education and home settings in Australia. A 37-minute video data regarding block play situations of two
children with the support of parents and teachers’ involvement was analysed using the dialectical-interactive approach. The finding suggested that
adults can advance children’s STEM-related cognitive learning while they position and emotionally engage in block play. We have proposed a model of
design thinking process, which can be a supportive tool for early childhood educators to understand STEM learning process through block play.

58
Title
Self-efficacy and utility value as predictors of adolescents’ intentions to study science subjects

Presenters
Erin Mackenzie [Academic], Kathryn Holmes [Academic]

Abstract
Expectancy value theory implies that adolescents’ subject selections will be motivated by their expectations for success in that subject, and the extent to
which they value the subject. However, it is unknown whether these attitudes have distinctive roles in adolescents’ decisions to study different science
subjects (biology, chemistry, and physics). In this study, we examined the relative contribution of gender, self-efficacy, intrinsic value, and utility value to
adolescents’ intentions to study biology, chemistry, and physics in the senior years of high school. Participants were 475 adolescents from five schools
in Sydney, Australia. Data were collected using a survey measuring adolescents’ self-efficacy in biology, chemistry, and physics, intrinsic value of
science, and utility value of science, along with their intentions to study biology, chemistry, and physics in the final two years of high school. Three
multiple linear regression analyses were implemented to address the research aim. Findings suggest that self-efficacy and utility value are the strongest
predictors of adolescents’ intentions to study all sciences, and that gender is also influential in the cases of biology (favouring girls) and physics
(favouring boys). Intrinsic value did not predict adolescents’ intentions to study any of the sciences, however. These findings suggest that interventions
to increase senior science enrolments should focus on building self-efficacy and increasing utility value of science.

Title
Early Career Innovations in Science Education Research: report and reflections on co-editing the RISE Special Issue

Presenters
Helen Georgiou [Academic], Reece Mills [Academic], Kimberley Wilson

Abstract
Science education research has typically been aligned with a collection of familiar topics and ideas. However, the field, like many others, is becoming
considerably more varied as it responds to a range of remarkable social, cultural and technological changes. In this paper, the editors of Research in
Science Education’s Special Issue ‘Early Career Innovations in Science Education Research’ reflect on the future directions of research represented in
Early Career Researcher submissions to the special issue and a brief survey to Editorial Board members. The paper will report on trends related to
new, divergent and creative innovations, situating these innovations in the context of the history of the field as represented by one of the world’s leading
journals.

59
Thursday 1.05pm

Title
The use of visual representations in scientific explanations: A multimodal analysis of science textbooks

Presenters
Kok-Sing Tang [Academic]

Abstract
There is growing research examining the use of visual representations in scientific explanations. However, there are few systematic studies examining
their use across a range of scientific texts and genres. This study aims to investigate the distribution and characteristics of visual representations across
explanation, information and experiment genres found in Year 7-10 textbooks from Pearson Science. The study applies a mixed methods approach to
textbook analysis informed by social semiotics theory, with 1931 visual representations and accompanying text as the unit of analysis. Quantitative
content analysis uncovers patterns in representation types and image functions, revealing a predominant use of diagrams in scientific explanations and
common image functions such as narrative, analytical, and temporal. Qualitative discourse analysis further shows how these image functions
complement the linguistic features of written text to support the reasoning of the explanation focused on dynamic processes and time-bounded
sequences. These findings provide insight into the role of visual representations in science textbooks and the use of diagrams to support the multimodal
construction of scientific explanations.

Title
Space Adventure GBL facilitates 8th grade students’ physics learning and game immersion

Presenters
Chun-Hsin Kuo [HDR student], Hsiao-Ching She, Meng-Jun Chen, Robasa Nababan

Abstract
The present study developed the Space Adventure game-based learning (GBL), which couples games and scaffolds across seven topics to facilitate
students’ learning of Newton’s laws of motion. It investigated how the degree of exposure to games and scaffolds impacts students’ physics learning,
mental model construction and game immersion. The study recruited 154 eighth graders from six classes and randomly assigned them to three groups:
unlimited gaming and scaffolding (UGS), limited scaffolding (LS), and limited gaming (LG). In each topic, the UGS group has unlimited access to the
game and scaffold, the LS group has unlimited access to the game but only once to scaffold, and the LG group has unlimited access to scaffold but only
once to game. Even though all three groups made significant progress after learning, the UGS group demonstrated significantly greater improvement
than the LS group. Furthermore, students in the UGS group showed significantly better mental model development than LG and LS groups. Three
groups of students reported similar levels of engagement, engrossment, and total immersion in the game experience. This study sheds light on future
GBL studies that connect scaffolds and games challenges to facilitate students’ physics learning and game immersion.

60
Title
Middle School Students’ Use of Engineering Epistemic Practices during an Integrated STEM Unit

Presenters
Gillian Roehrig [Academic], Jeanna Wieselmann [Academic], Ramya Sivaraj [Academic]

Abstract
Students construct meaning and build epistemic understandings through discourse, interactions, and social practices, which collectively form epistemic
practices. Small group engineering activities offer opportunities to examine collaborative discourse as students make sense of engineering problems
and design solutions. As engineering education evolves, it is important to understand epistemic practices of engineering (EPEs) that promote
construction of new understandings, including how students use ideas and materials to construct meaning during small group engineering design
activities. This study examined EPEs of one small group during a middle school integrated STEM unit. EPEs identified by Cunningham and Kelly (2017)
were utilized as an analytical framework to code small group discourse. Findings reveal that students engaged in various EPEs including considering
criteria and constraints during the design process, making iterative changes to move a failed design forward, and evaluating multiple solution pathways.
Students’ use of EPEs supported them in pushing beyond the set criteria and constraints to collaborate toward innovation, utilizing design failure to
iteratively improve design solutions, collaboratively engaging in iterative-reflective cycles, and applying maths and science knowledge to improve design
solutions. This study informs the field about the use of engineering design activities to enhance learning in middle school science classrooms.

Thursday 1.40pm

Title
Identification of teachers and administrators’ perceived Hurdles to a whole school reform towards inquiry-based science education

Presenters
Kateregga Ashiraf [HDR student], Sharon Fraser [Supervisor], Andrew Seen [Supervisor]

Abstract
Since 2006, science and mathematics education have been at the heart of educational reforms in Uganda. The curriculum has been restructured
purposely to increase learners’ interest in science and to develop a science-based human resource as a vehicle for economic and national
development. Critical to the achievement of this agenda is inquiry-based learning, which is thought to improve students’ engagement in science, build
creativity and science process skills. Though highly recommended for developing future scientists, this pedagogy can be challenging to implement,
particularly for those teachers used to traditional methods of teaching. This paper examines data from semi-structured interviews conducted with eight
science teachers and six administrators from schools in Uganda. Significant findings revealed that teachers attest to the importance of both pedagogical
content knowledge and content knowledge in inquiry implementation. Others focused on the limitations of its practice including assessment and
curricula constraints. Recommendations for improving inquiry practice at the school rather than the classroom level are discussed.

61
Title
Development and Implication of a Neuroethics Civic Education Program with a Focus on Brain Doping Utilizing tDCS Technology

Presenters
Hyunok Lee [Academic]

Abstract
Neuroethics is a growing interdisciplinary field that explores the ethical, legal, and social implications of advances in neuroscience and related
technologies. As neuroscience is a new and emerging science and technology, the field's boundaries are expanding as related research areas
converge and diverge. Furthermore, due to the wide-reaching social impact of neuroscience, the neuroethics community includes researchers from
various fields. This research focuses on developing a neuroethics civic education program centered on brain doping using tDCS technology and
explores the implications of such a program. Given the rapid development of neuroscience and the complexity of emerging technologies, the
researchers chose to focus on tDCS technology, which has been published in papers and has a limited but established scientific basis and actual
commercial applications. The program includes activities aimed at exploring the ethical and social issues surrounding the use of tDCS in the context of
sports and aims to provide participants with a deeper understanding of the dynamic relationship between science and society. To develop the program,
the researchers collaborated with educators with experience in citizen science education and experts from various fields, including neuroscience, law,
ethics, philosophy, and communication studies. The program was well-received by participants, who reported an increased understanding of the ethical
and social implications of tDCS technology and brain doping. Overall, this research provides valuable insights into developing and implementing public
engagement initiatives in neuroscience and underscores the importance of interdisciplinary collaboration in the neuroethics community.

Title
Designing STEM teacher education: factors supporting effective curriculum development.

Presenters
Emma Stevenson [HDR student], Jan van Driel [Supervisor], Victoria Millar [Supervisor]

Abstract
Ongoing interest in STEM education has seen the emergence of programs for supporting teachers in their design and implementation of integrated
curriculum. However, the contemporary and integrated nature of STEM teacher education programs means that those designing its curriculum may
have limited experience with its interdisciplinarity. Current research explores the impact of such programs and provides insight into the features of
STEM teacher education curriculum, however, there has been little investigation of how programs are developed. This means that there is limited
understanding of how to support STEM teacher education curriculum design and ongoing evolution. Part of a larger PhD study, this paper will present
the findings for the research question- what factors play a role in STEM teacher education curriculum development? As a phenomenological study, the
lived experiences of course coordinators and teacher educators involved in STEM teacher education, from across thirteen universities, were
investigated to better understand program development. Thematic analysis revealed the multi-stage nature of curriculum development and the various
supporting factors involved (e.g., collaboration and community connections). This presentation will discuss the identified factors and the role they play in
STEM teacher education curriculum development.

62
Thursday 2.15pm

Title
Promoting Indigenous initiatives across the school to engage people and enable pride and growth in culture

Presenters
Rekha Koul [Academic], Michael Graffin [HDR student], Mandy Downing

Abstract
A year-long intervention program involving four activities in Science, Technology, Engineering and Mathematics (STEM) was trialled with a cohort of 30
Indigenous students in a public secondary school in Western Australia. The main aim of this intervention was to ignite Indigenous students’ interest in
STEM as a potential career choice in order to redress the serious inadequacy of the pool of locally trained professionals in STEM and increase the self-
efficacy belief in Indigenous school students. It was expected that the intervention program will develop interest and understanding among the
participating students in STEM by creating and implementing engaging culturally appropriate activities. Four subject matter experts from Curtin
University, each lead an activity in the four school terms. The activities comprised the areas of - Water Conservation, Astronomy, House Design and
Environmental Sustainability. The program concluded with students’ presentations at Curtin University reflecting on the project and was followed by an
evaluation combining focus group interviews and observations of engagement in the activities.

Title
The use of Arduino technology for high school inquiry-based physics learning

Presenters
Lin Ying-Ju [HDR student], Robasa Nababan [HDR student], Hsiao-Ching She [Supervisor]

Abstract
This study compared the effectiveness of physics inquiry learning with and without Arduino technology on students’ performance of mental model
construction and inquiry in physics. Arduino is an inexpensive, user-friendly, and widely available open-source microcontroller system that enables the
development of a variety of electronic projects, making it an attractive alternative for use in science education. A total of 144 senior high school students
were randomly assigned into two groups, namely Arduino-embedded inquiry group (N= 71) and traditional inquiry group (N= 73). Arduino-embedded
inquiry utilised lab equipment emphasising technology named MegulinoLink, Arduino, IR, and US sensors. The IR and US sensors were connected to
the Arduino in order to automatically collecting the movement of the objects, whereas traditional inquiry utilised a timer on their mobile phones for data
collection. A total of three physics inquiry experiments were completed by both groups in the laboratory over the course of two hours. During the physics
inquiry, all students are required to complete the worksheets. Physics mental model test (PMMT) and physics inquiry test (PIT) were administered
immediately after learning and one month later. According to the results, the Arduino-embedded inquiry outperformed traditional inquiry in terms of
physics mental models and physics inquiry performance. Regression analysis showed that students’ physics lab inquiry learning process, including data
collection, prediction and explanation, and conclusion, significantly predicted their posttest-PMMT and retention-PMMT scores. Furthermore, students’
physics lab inquiry learning process of data collection, prediction, and explanation significantly predicts their posttest-PIT and retention-PIT scores. Our
study demonstrates that Arduino-embedded inquiries are successfully improving students’ physics mental model and inquiry performance.

63
Title
Delivering of STEM education courses in developing countries: A case study from Papua New Guinea

Presenters
Senka Henderson [Academic], Charisse Farr [Academic], Vinesh Chandra [Academic], Dann Mallet [Academic], Matthew Readette [Academic]

Abstract
In the present study we discuss the challenges faced by learners in Papua New Guinea (PNG) forced unexpectedly due to Covid and borders closures
into learning at a distance to complete a Graduate Certificate in STEM Education. Overcoming the logistical issues has provided motivation to rethink
the design of the program, thus three delivery models have been implemented to optimise the teachers' learning need (aggregated intensive on campus
(Model A); distributed online in short block in PNG (Model B) aggregated intensive online (Model C). This case study was guided by the following
research question: How do learners from developing countries with assumed minimal technological knowledge and skills engage and learn in a
multimodal learning environment? Data were collected from three sources: (a) demographic data gathered and responses to open ended questions in
the survey, (b) two semi-structured interviews conducted midway and the end of their study, and (c) field notes. Participants liked the Model A, due to
support provided by the teaching staff. Model B provided students flexibility and balance, while Model C was quite challenging and according to one
participant, it was like "swallow[ing] a thick book in one day". The findings of this study could have implications on the design of short courses in the
future, including the budgeting of government aid funding.

64
 Friday Parallel Sessions

Friday 9.00am

Title
Questions generated about scientific phenomena by middle and high school students

Presenters
Soichiro Kudo [HDR student], Takuya Matsuura [Supervisor]

Abstract
Inquiry is the central term used to characterise good science teaching and learning. Questioning is an indispensable part of learning and scientific
inquiry, and scholars widely recognise its importance; however, studies that examine question generation and its influence on student learning are few.
The current study aims to identify the question generation of middle school science students in Japan by investigating the following research questions:
To what extent do middle and high school students generate questions? and Which factors influence question generation? We developed and
administered a questionnaire to 329 and 770 public middle and high school students, respectively. We used analysis of variance, multiple comparisons,
and structural equation modeling as methods of data analysis. The results revealed that (a) individual differences in question generation are wide; (b)
differences exist in question generation according to phenomena; (c) middle school students generate more questions than high school students; (d)
science course students generate more questions than non-science course students; and (e) middle and high school students’ interest in science does
not largely influence question generation. These results will contribute to the realisation of inquiry-based learning which is students' question-centered.

Title
Science teacher agency, wicked problems and professional ethics

Presenters
Helen Boon [Academic]

Abstract
Questions about the role of science education are highly pertinent in times of environmental crises. Crises brought about by wicked problems such as
pandemics, climate change, water quality and insecurity, energy sources, deforestation, and food supply for the planet’s burgeoning population to name
a few. The science of wicked problems is part of the science curricula of most nations at various levels of complexity, generally taught by science
teachers whose science education has taken place in tertiary institutions. It has long been apparent that science education, as received in tertiary
institutions or as delivered in classrooms, cannot be separated from broader ethical and philosophical questions (Jickling, 2017). Political and economic
issues are part of wicked problems, with conflicting anthropocentric and deep ecological values (Smith & Gough, 2016), capitalist logics (Peacock,
Lingard & Sellar, 2015) and diluted understanding of environmental justice (Sutoris, 2019) contributing to make science education a problematic space
for science teachers and educators to navigate. Science educators and science teachers must be aware of their agency and their professional ethical
imperatives guiding their teaching. This presentation will outline tensions and contingencies impacting upon science educators and propose some
potential ways to examine and enhance initial science teacher education.

Title
The Differences Between Promoters’ and Teachers’ Views of Inquiry Teaching

65
Presenters
Shu-Fen Lin [Academic]

Abstract
The issue of “inquiry and practices” curriculum plan is important in Taiwanese science curriculum reform. Teachers’ one-year curriculum plans need to
be examined by promoters and to be revised several times according to promoters’ comments. In order to explore teachers’ and promoters’ views of
inquiry teaching practices, the study aimed to investigate whether the difference of views exists between teachers and promoters. A validated
questionnaire assessing teachers’ Views of Inquiry Teaching (VOIT) was used. The VOIT questionnaire consists of four dimensions which are teachers’
core conceptions of inquiry teaching practices (Lotter et al., 2007), including views of science (VOS), purpose of education (POE), views of students’
abilities (VOSA), and views of effective teaching (VOET). Each dimension contains two opposite subscales, supportive and constraint views to inquiry
teaching. Cronbach’s alpha for the VOIT questionnaire was .90. Stratified sampling was used to recruit the teachers with more than one-year teaching
experience of the curriculum, and the promoters were also invited. The Wilcoxon test was used to analyse the responses of 7 promoters and 202
teachers. The results showed that the VOIT mean scores of the promoter and the teacher groups were significantly different, especially on the
subscales of POE, VOSA and VOET. More differences in detail were discussed. The findings would inform Taiwanese promoters that the VOIT
differences of the two groups could induce the issue of curriculum plan reversions. The understanding of the relation between a teacher’s VOIT and
his/her curriculum plan could improve his/her learning of inquiry teaching practices.

Title
Are Science Teachers Comfortable, Confident, Creative and Frequent ICT Users? A Case Study of a Secondary Biology Teacher in Northwest China

Presenters
Jing Zhang [HDR student], Michael Phillips [Supervisor], Rebecca Cooper [Supervisor]

Abstract
The integration of information and communication technology (ICT) into secondary education becomes increasingly prevalent, but its implementation is
not uniform across different educational contexts. With the emergence and evolution of digital divides, exacerbated by the COVID-19 global pandemic,
there is a need to investigate in-service secondary school teachers’ understanding and practices of ICT integration. A large study has been conducted
aiming to identify themes relevant to digital divides experienced by teachers during ICT integration in teaching for quality learning. Data were collected
through surveys and interviews and analysed, which has revealed that the digital divides are highly contextual, complex, and layered. The case of one
biology teacher was presented in this paper, highlighting contextual factors and their impacts on this teacher in Northwest China regarding whether they
are comfortable, confident, creative, and frequent user of ICT for teaching and learning. Drawing on commonalities of school ICT integration, this paper
suggests ideas for pre-service education and ongoing in-service professional development of science teachers within and beyond that context. The
paper also provides valuable insights for relevant researchers and institutions to better support science teachers to integrate ICT for quality learning.

66
Friday 9.30am

Title
Exploring the Potential of CloudClassRoom (CCR) in Supporting STEM Education in Indonesia

Presenters
Asnidar Siahaan [HDR student], Dessy Francisca [HDR student], Chun-Yen Chang [Supervisor]

Abstract
At the beginning of 2023, online workshops were conducted to develop Indonesian teachers’ competencies in using web-based tools, such as
CloudClassRoom (CCR), in their instruction. This study aims to explore the potential of CCR to promote STEM education in Indonesia. The study
employed a qualitative research design to investigate teachers’ opinions on the affordances of CCR, and the improvement needed to increase the
applicability of CCR in STEM lessons. Data were collected through a questionnaire and analysed using thematic analysis. The results indicate that CCR
has the potential to enhance STEM education by providing a platform for real-time questions, quizzes, attachment of audio-visual materials, students’
attendance, games, group chat, and emoticons. However, additional features of CCR such as question preview, attractive and efficient user interface,
import questions, math equation text, video conference, post, and whiteboarding are necessary for teaching and learning processes. Further, we
recommend that teachers integrate CCR in their instructions to better understand how CCR is impacting students’ learning and make informed
decisions about how to optimise its use in their classrooms.

Title
Science teachers' expansive learning and changing practices in curriculum implementation

Presenters
Isaac Coffie [HDR student], Nick Hopwood [Supervisor], Mun Yee Lai [Supervisor]

Abstract
Radical curriculum change presents significant challenges but also opportunities for science teachers. The expectation that they will teach differently
sets up demands for professional learning that can transform practice. Precisely such conditions apply currently in Ghana, where a major curriculum
overhaul sets out dramatically different visions for science education. However, studies have shown that science curricula in sub-Saharan African
countries like Ghana are poorly implemented because teachers are not given the needed support. Gaps in knowledge exist around science teachers’
professional learning in such contexts, and opportunities to use action research to overcome these gaps and practical challenges have not been fully
exploited. This study is the first to use Change laboratory approach in Ghana and was aimed to facilitate science teacher learning and improving their
practice towards a child-centred teaching approach. A change laboratory is an interventional approach where participants work collaboratively to identify
challenges in their workplace and design solutions to address them. Six change laboratory sessions were conducted within a term for six science
teachers in Sefwi Wiawso in Ghana. Using the theory of expansive learning, analysis reveals significant transformation of participating teachers’
practices, with several aspects of child-centred teaching previously considered impossible becoming viable features of classroom practice.

67
Title
Is everybody with me? Studying teacher and student noticing in science classrooms

Presenters
Su-Chi Fang [Academic], Kennedy Kam Ho Chan [Academic], Lihua Xu [Academic]

Abstract
Quality teaching requires not only professional knowledge but also situational expertise: teacher noticing. A growing number of studies have examined
teacher noticing in science teaching, but relatively few studies have taken students’ experiences into account and identified aspects of teaching that are
perceived to support their learning.
This presentation is part of a 3-year international study that explores highly accomplished science teachers’ noticing in Australia, Hong Kong and
Taiwan. In the first year, we aim to investigate the alignment between the teacher’s and the students’ noticing of opportunities to learn. This study
reports our preliminary findings of one Taiwanese classroom. Data includes classroom videos on the topic of the Newton’s third law, teacher and
student interviews, and student artefacts. The analysis shows some overlaps and differences between the noticing by the teacher and the students.
While the focuses of the teacher’s noticing across the lesson structure, activity, and discursive level, most students simply emphasised that the activities
were engaging and helpful in understanding the abstract concepts. Only a few students indicated that the teacher’s questions made them think deeply.
What the students fail to notice may provide a window into students’ perspectives on learning and ways to improve classroom instruction.

Title
Pioneering an Online STEM Teacher Professional Development through DECODE Model in/post-pandemic COVID-19

Presenters
Bevo Wahono [Academic],Siti Nur Khomariah [Academic], Kuswati Kuswati [Academic]

Abstract
Due to the global trend of STEM education as well as in/post-pandemic COVID-19 conditions, this study aims to elucidate an online STEM teachers’
professional development (STEM-TPD) with the DECODE (DEmonstration, CO-train/design/teach, DEbrief) model. Through this model, teachers are
equipped to hone their technological pedagogical content knowledge (TPACK) skills by familiarising themselves with various software technology and
platforms; to enhance their knowledge and abilities in instructional design and practical implementation. The online DECODE model is mainly based on
virtual lectures in combination with hard copies of instructors’ manuals, forming a blended training model. Indeed, the DECODE model includes three
stages: (1) DE: teacher’s DEmonstrations, (2) CO: students CO-train the use of cloud classroom, CO-design an educational technology-integrated
course, and students CO-teach (3) DE: eventually students receive feedbacks and DEbrief. Based on open-ended questions, most teachers were
willing to participate in the same STEM-TPD at another time. Furthermore, the Wilcoxon Rank Sum Test results show a significant difference in ability
before and after the training (Z=-3.520; p=<.001). These results indicate that online STEM-TPD teachers have increased their understanding and
ability of TPACK after participating in the online STEM-TPD workshop. Therefore, STEM-TPD with the DECODE model is crucial to maintaining
teaching quality in/post-pandemic COVID-19.

68
Friday 10.10am

Title
Toward an Empirically Grounded Framework for Characterising STEM Integration: Development and Validation of a Scale of Integrative STEM
Teaching Practice in Primary Schools

Presenters
Zhi Hong Wan [Academic]

Abstract
STEM (Science, Technology, Engineering and Mathematics) education refers to an integrative approach to teaching and learning. As defined by Kelley
and Knowles (2016), STEM education is “the approach to teaching the STEM content of two or more STEM domains, bound by STEM practices within
an authentic context for the purpose of connecting these subjects to enhance student learning” (p. 3). Although cross-disciplinary integration is
commonly believed as a key issue in STEM education, there is a scarcity of empirical research to investigate frameworks for characterising STEM
integration practice in authentic school contexts. The present study designed and validated a scale for integrative STEM teaching practice that
comprises the three dimensions of content infusion (CI), pedagogy expansion (PE), and subject orchestration (SO). The participants were 278 primary
teachers from 36 schools in Hong Kong. The three-dimensional structure of integrative STEM teaching practice was supported by multi-group
confirmatory factor analyses, indicating its consistency across teachers of different genders and differing levels of teaching experience. Further analysis
showed significant correlations between the three dimensions of integrative STEM teaching and teachers’ values, beliefs and self-efficacy in STEM
education. The empirically validated framework of integrative STEM teaching extends theories about STEM integration by drawing on in-service STEM
teachers’ experiences in their own classrooms. The validated scale can be employed in further research to more structurally explore how different
STEM approaches are predicted by internal and external factors and how these approaches further influence students’ development in the cognitive
and affective domains.

Title
Australian media representations of teaching STEM out-of-field

Presenters
Margaret Jakovac [HDR student], Linda Hobbs [Supervisor]

Abstract
The aim of the research was to conduct a scoping review and thematic analysis to explore how Australian online media represents out-of-field teaching
of science, technology, engineering and mathematics (STEM). As a hybrid teacher-journalist, I selected 26 articles that appeared in the five years to
December 2021 using Media Representation Theory as a novel lens. My goal was to explore what the mass media, as a ‘powerful influence’ on public
discourse, could offer regarding conceptualisations of the out-of-field teaching (OOFT) phenomenon. Considered ‘education’s dirty little secret’ and
‘systemic’, OOFT is a complex phenomenon that lacks international agreement from scholars on its definition. This research investigated the
intersection of media, teachers, teaching, and the manifestation of education policy and the education system. My study suggests teaching science (and
STEM) out of field is predominantly problematised as indicative of the teacher shortage, contributing to teacher overwork and negatively impacting
student learning outcomes through shortcomings in teaching quality and teacher quality - a deficit discourse. As well, media representations perpetuate
an oversimplification of a complex phenomenon, with many ‘actors’ voices silenced. Further work could explore social media representations of the
phenomenon using netnography as an ethnography of the internet.

69
Title
Unpacking Taiwanese Teachers' Perceptions of Technology-Enhanced Self-Regulated Learning

Presenters
Chi-Jung Sui [HDR student], Chun-Yen Chang [Supervisor], Miao-Hsuan Yen [Supervisor]

Abstract
This study explored teachers’ perceptions of technology-enhanced self-regulated learning (TeSRL). The utilisation of technology to enable learners to
regulate their own learning in science classes is an emerging issue; however, there is little specific research on teachers’ perceptions in terms of
technological pedagogical content knowledge (TPACK), technology acceptance (TA), and SRL strategies. To address the questions, we conducted
workshops and recruited 192 Taiwanese consent teachers to participate in a technology-integrated micro-lecture regarding one of the biology concepts.
First, we employed a Likert-scale questionnaire and open-ended questions to measure perceptions. The results showed that teachers had a high and
consistent level of TeSRL. Seven main themes and seventeen sub-themes of TeSRL were identified. Second, we investigated the influence of teachers’
gender, teaching level, and experience. The results indicated that these factors did not significantly impact TeSRL. Third, a structural equation modeling
approach was conducted to establish the TeSRL model. The results showed that SRL strategies positively influenced technological pedagogy and
content knowledge, which positively affected TPACK. Consequently, TPACK had a positive impact on TA. These findings have implications that
researchers and educators consider TeSRL as one of teacher’s professional development goals to enhance uses of technology in science classrooms.

Title
HOS & 5E Pedagogy: Towards Developing the Understanding of NOS

Presenters
Vetti Giri [Academic]

Abstract
In the post-truth era, misinformation and disinformation are eroding trust in science. Nature of science (NOS) has the potential to restore and deepen
that trust. This article focuses on the development of NOS conceptions among MA Education students with science as a focus area at Azim Premji
University, India. To develop those conceptions, the researcher designed various learning activities in the context of history of DNA using 5E pedagogy.
Seven students were observed and audiotaped while working in groups, over eleven sessions of 1.5 hours each, in this classroom study. Before the
intervention, group discussions with participants indicated that their NOS conceptions were basic. After eleven sessions, a test was administered to
students to justify NOS conceptions in the context of the history of DNA. These conceptions include the following: scientific knowledge is tentative, laws
are generalisations or universal relationships, theories are inferred explanations of some aspect of the natural world; and that science is empirically
based, socio-culturally embedded, and creative. Classroom discourses and responses to a test of NOS conceptions indicate that participants justified
NOS conceptions in the context of history of DNA. They also invoked other contexts like the theory of gravity to justify the meaning of a theory. This
article illuminates NOS conceptions that were well justified along with the challenges faced by students. It also argues that HOS offers potential for
improved learning of NOS.

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 Poster Abstracts
Title
Diving into Science Teachers’ belief change process through Lesson Study: A Case of Thai Initial Teacher Education

Presenters
Witchayada Nawanidbumrung, Noriyuki Inoue, Parinda Limpanont Promratana, Pornthep Chantraukrit

Abstract
If science teachers’ instructional designs of their teaching are informed by their beliefs regarding science teaching, then enacting substantial change
toward inquiry instruction requires a shift in their beliefs towards inquiry-based teaching. With this assumption, this study investigated the process of
belief change towards an inquiry-oriented approach in a series of lesson study (LS) sessions with Thai novice science teachers. An analysis of audio-
recorded teacher interviews, contents of the LS discussions during collaborative lesson planning and post-lesson discussions and written reflections
allowed us to infer how the belief change can take place. The content analysis suggested that throughout the LS sessions, all novice science teachers
acquired a more complete understanding of science contents and inquiry-oriented teaching while gradually shifting their beliefs about teaching towards
inquiry-oriented science teaching through scaffolding that took place in LS. Two trajectories of belief change (steady progression and plateau before
progression) took place as their beliefs were gradually redefined through the LS sessions. However, their belief changes were highly dependent on the
topics of inquiry-oriented teaching and LS dynamics. This study suggests that teacher educators should provide careful scaffolding for beginning
teachers by considering how these trajectories interplay in each LS context.

Title
Framework for cultivating students’ climate friendly-behaviour

Presenters
Wing Mui Winnie So [Academic], Zeyu Han [HDR Student]

Abstract
Climate change is a core topic of socio-scientific issues (SSI), which is an interdisciplinary study of science into controversial social issues. Though
research has revealed the significance of implementing SSI education in the early years of schooling, not much research has focused on climate
change. This study attempts to promote this under-researched domain by focusing on cultivating climate-friendly behaviour, to which knowledge is
traditionally viewed as a significant predictor. However, their relationships are continuously confirmed as insignificant, requiring further investigation into
the potential mediation mechanism. Thus, in conjunction with Protection Motivation Theory and findings of previous research, this study proposed
several vital as mediating variables, including attitude, belief in happening, risk perception, self-efficacy, and outcome efficacy. A survey accounting for
the aforementioned concepts was designed. The relationships will be analysed through Structural Equation Modeling by AMOS based on the survey
results from 250 elementary students in Hong Kong. It is expected that the mediating effect of attitude, belief in happening, risk perception, self-efficacy,
and outcome efficacy between knowledge and behaviour can be identified. The findings would provide a comprehensive framework for cultivating
climate-friendly behaviour targeted at elementary children, which could benefit the design and implementation of climate change education under SSI.

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Title
Epistemic network analysis: In-service teachers’ professional development for teaching socio-scientific issues

Presenters
Wen-Xin Zhang [Academic], Ying-Shao Hsu [Academic]

Abstract
This study investigated in-service teachers’ professional development for teaching socioscientific issues (SSI). Five teachers participated in the study
via a proposed sampling method. As a teaching practice community, teachers attended regular community activities where they designed and shared
SSI lessons mutually. The SSI design and discourse of teachers’ SSI lessons during four activities were collected for further descriptive and epistemic
network analysis (ENA). The results indicated that most teachers’ SSI lesson designs aligned with the critical elements of successful SSI-based
teaching, including the design element, learner experience, and classroom environment (as mentioned by Presley et al. in 2013). Moreover, based on
the epistemic frame theory, teachers’ discourse focused on skill (43%) and knowledge (29%) in four community activities. The ENA analysis revealed
that teachers’ discourse significantly changed over time. In the beginning (the first two activities), a stronger connection between skill, knowledge, and
epistemology was found. In contrast, teachers’ discourse exhibited a tighter connection between skill, knowledge, identity, and value in the last two
community activities. These findings illuminate that teachers’ epistemic frame of SSI teaching could be promoted through long-term professional
community activities, particularly regarding implicit elements such as identity and value.

Title
queer(y)ing STEM: queer lived experiences in Australian post-secondary Science, Technology, Engineering and Mathematics Education spaces.

Presenters
Philip Kairns [HDR student], Karen Lambert [Supervisor], Lisa Hunter [Supervisor]

Abstract
Research suggests the ongoing political and social debate around the validity of queer identities and their bodies shows that queer individuals face
greater marginalisation, devaluation, and poorer health and wellness outcomes relative to the general population. However, research has yet to
thoroughly investigate the effects of marginalisation on queer individuals in Australian post-secondary STEM education spaces from an intersectional
perspective. This project used critical narrative inquiry to critique the discursive practices that govern the lived experiences of queer post-secondary
STEM students and faculty in Australia, guided by a queer, post-structural feminist theoretical lens. Semi-structured, in-situ walking interviews were
used to cocreate field texts, which were then analysed using critical narrative analysis (CNA). Initial analysis found that queer students and faculty vary
in their feelings of fitting in, with those with marginalised diverse gender identities experiencing more frequent and more severe microaggressions than
those with marginalised sexual identities (which are often less visible). Similarly, those with marginalised racial identities report compounding issues
related to intersecting identities. Findings show that queer students and faculty utilise various defensive strategies against marginalisation to enhance
their sense of belonging, such as employing micro-defenses. For example, modifying their appearance and/or behaviour and seeking out supportive
communities.

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Title
A Study on Biodiversity Education Program Development: Exploring Evaluation Indicators

Presenters
Shiho Miyake [Academic], Akiko Deguchi [Academic], Asami, Ohnuki [Academic], Miori Miyoshi [Academic]

Abstract
The Ministry of Environment in Japan has made continuous efforts to develop science education research to raise public awareness of biodiversity. This
goal is evaluated every 10 years, and the Japanese government independently assesses its achievements every few years. In developing educational
programs, it is important to develop evaluation indexes that can accurately reflect the degree of program success through educational effect and
program content. This study conducted a biodiversity conservation education program that utilized an online tour named ‘Let’s see the lives of cheetahs
and endangered animals in South Africa’. We designed survey items for the 20 public participants aged from 10’s to 50’s to determine tour program
success indicators in the following three categories: 1) understanding and knowledge, 2) interest and motivation, and 3) ethical awareness. While there
was a substantial pre- and post-survey change in most responses related to the first and second categories, fewer responses in the third category
showed remarkable change. This finding suggests that ethical values do not change in a short period of time. We will conduct further research and
design questions that can capture the effective transformation of people’s values on biodiversity.

Title
Undergraduate students’ images of future transportation and their implications for science and environmental education

Presenters
Shu-Chiu Liu [Academic], Timo Eccarius [Academic]

Abstract
Perceiving the distant nature (both temporal and spatial) of climate change has been identified as a barrier to engaging with mitigation actions. Helping
students thoughtfully process available information and develop positive future-related views should be one important goal of climate change education.
This study extended a prior study on undergraduate students’ envisioning of climate futures where transportation was one prominent aspect raised by
the students. Highlighting this aspect, we examined more deeply students’ views about futures under climate change using student-created narratives.
Narrative products from a total of 110 Taiwanese undergraduate students were collected through a general climate science course. This course was
intended for all majors, so the student sample covered a wide range of disciplines. A deductive approach was used for data analysis, involving coding
with predetermined themes based on existing literature: (1) continuous growth; (2) collapse/decline; (3) high-tech transformation; (4)
conservation/disciplined society. The preliminary results revealed rich and relatively positive depictions of future transportation. Many students
described objects, measures, and actions about carbon reduction. However, advanced technology seemed to be given a decisive role in shaping the
future. This implies students’ passive participation in climate action, which is undesirable in science and environmental education, especially for those to
receive higher education.

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Title
No teacher left behind: Facilitating teachers’ understanding about scientific inquiry through a long-term professional development program

Presenters
Shih-Wen Chen [Academic], Yi-Chun Chen [Academic]

Abstract
Teachers play a pivotal role in guiding students to conduct scientific inquiry. Addressing the enhancement of teachers’ understanding of scientific inquiry
has become a critical concern. In Taiwan, over 400 scientific inquiry training programs are held annually; however, 94% of them are comprised of short,
2-3 hour lectures. Such programs typically leave teachers feeling bored and dissatisfied. This study aimed to enhance teachers’ understanding of
scientific inquiry through a long-term workshop in collaboration with the county government, involving 83 teachers from 15 middle schools and 40
elementary schools. The participating teachers engaged in seven inquiry activities, leading to the development and implementation of 55 lesson plans in
the classroom. Quantitative data were collected through the Views About Scientific Inquiry (VASI) questionnaire, as presented by Lederman et al.
(2014), and were analyzed using descriptive statistics and ANCOVA. The results revealed that middle school teachers had a better understanding of
scientific inquiry in the pretest compared to elementary school teachers. Conversely, primary school teachers significantly improved their understanding
of scientific inquiry in the post-test, particularly those without a scientific background. In light of these findings, this study suggests that ongoing
professional development workshops should be offered to facilitate teachers’ understanding of scientific inquiry.

Title
Types of middle school students' scientific explanations of thermal phenomena

Presenters
Jongwon Park [Academic], Insun Lee [Academic], Hye-Gyoung Yoon [Corresponding Author]

Abstract
One of the main goals of science instruction is to help students in constructing scientific explanations. To achieve this, our research team examined the
characteristics of scientific explanations of 100 ninth-grade students who were asked to provide scientific explanations of two scientific phenomena: a
cup of water on an ice pack and a gap in a bridge connection. The students’ scientific explanations were analyzed in terms of structure and content. The
structural aspect comprised four basic elements that constituted explanations; namely, cause, result, law, and assumption. Depending on the
combination of these elements, students’ scientific explanations were classified into various types. The content aspect divided students’ scientific
explanations into those that are scientifically valid or not. For example, we found misconceptions such as “the temperature moves from a hot object to a
cold object” and there were 5 types of misconceptions. We also observed that microscopic explanations were more frequent in explanations with text
and diagrams than in those with text only, indicating that the type of representation is closely linked to the level of scientific explanations. Based on our
research findings, we propose an instructional approach to foster students’ competence in constructing scientific explanations.

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Title
Contemporary physics in schools

Presenters
Stuart Woollett [HDR student], Victoria Millar [Supervisor], Maurice Toscano [Supervisor]

Abstract
Physics differs from many disciplines in that the cumulative nature of its knowledge development is more pronounced. This has led to physics curricula
often taking up a hierarchical structure that does not easily allow for the inclusion of ‘contemporary’ (or currently researched) physics issues. The
currency and relevance of contemporary physics topics are valuable to students who often hear about scientific studies outside of school via social and
mainstream media. Adding interest may improve students’ experiences in physics at school and provide a more meaningful and potentially extended
period of engagement with the discipline. This paper outlines a proposed research project that will question whether and how the conundrum of
curriculum-currency mismatch can be circumvented using outreach to introduce contemporary physics into schools. This is significant because outreach
activities offered by scientists often bypass the need for teacher expertise in contemporary physics topics and any associated reluctance to instigating
such activities. The intention is for research to be undertaken in conjunction with an existing outreach program linked to dark matter detection research
in Stawell, Victoria. This outreach program, targeting local secondary school students and hopefully extending to other schools intra- and inter-state,
provides currency and relevance to students through a contemporary physics topic.

Title
Scale Reduction and Structural Validation for Test of Science Related Attitudes (TOSRA) in Taiwan

Presenters
Wei-Ting Li [HDR student]

Abstract
In this study, we used exploratory factor analysis (EFA), confirmatory factor analysis (CFA), and multi-group analysis to reduce the number of items and
evaluate the model of structure and the measurement invariance for Test of Science Related Attitudes (TOSRA, Fraser, 1978). This study was
conducted simultaneously with online and paper questionnaires. The main test area is the school where the researcher (Taichung, and Kaohsiung) and
other teachers (Hsinchu, and Taoyuan) teach. A total of 583 questionnaires were responded to in the first step, of which 283 were used for EFA and the
other 300 for CFA. Finally, this study conducted a multi-group analysis by gender (N=908), to confirm that the scale has measurement invariance
between genders. The study found that science-related attitudes can be divided into five varied factors, and the internal consistency and reliability of
each factor and the overall scale is quite high. In addition, the translated and reduced TOSRA has the invariance of measurement weight, measurement
intercepts, and structural covariances in terms of gender differences. It means this scale still has good transgender identity in the measurement of high
school and can be used as a measurement tool for high school students’ science-related attitudes in Taiwan.
Fraser, B. L. (1978). Development of a test of science-related attitudes. Science Education, 62(4), 509-515. [Link]

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Title
Virtual Laboratory-Based Cloning as a Biotechnology Learning Media to Increase Secondary School Students' Motivation

Presenters
Aditya Kurniawan [Academic], Erlia Narulita [Academic]

Abstract
Biotechnology is a branch of science in biology that requires sophisticated tools and expensive costs for its implementation. Some biotechnology
concepts have limitations in learning due to a lack of equipment and cost consumption. Cloning is one of them, and it usually delivers without laboratory
work. This condition affects a lack of students motivation and difficulties in understanding the concept. Interactive media that can help in learning is
needed to overcome these problems. One of these media is Virtual Laboratory (VL). This study aimed to assess the VL media of cell cloning in
enhancing students’ motivation. VL can easily simulate practical work and learning activities, including adding chemical simulations, inserting genes into
mice virtually, and microscope simulation. R2D2 (Reflective, Recursive, Design, and Development) model was used in this study. Paired Sample t-Test
through the Attention, Relevance, Confidence, and Satisfaction (ARCS) questionnaire was used to analyze the motivation enhancement. The results
showed that students’ motivation after using the Cloning VL media was 0.77. ARCS motivation is also increased in the aspects of Attention (0.87),
Relevance (0.65), Confidence (0.79), and Satisfaction (0.70). The results of the Paired Sample t-Test showed that the Virtual Laboratory media had a
significant effect on students’ motivation.

Title
Learning basic chemical concepts with immersive virtual reality

Presenters
Mareike Frevert [Academic], David-Samuel Di Fuccia [Supervisor]

Abstract
In the general chemistry lecture of the first semester a lot of students are challenged by understanding the amount of basic concepts of chemistry. One
of the main points which causes problems to understand chemical concepts is a lack of spatial ability, which can lead to misconceptions about the
structure of atomic and molecular matter (Barke, 2006). This can be an inhibitor for further learning in chemistry. Immersive virtual reality can help to
understand chemical concepts because user can learn in an interactive and multisensory three-dimensional space. To support students´
comprehension at the beginning of their study virtual reality learning environments are developed which focus on the chemical concepts like Valence-
Shell-Electron-Pair-Repulsion-theory and atomic orbital theory (Mortimer, 2020). The VR-environments are produced in cooperation with chemistry
professors and students, which give feedback in the process of production to make the learning environments more effective. The environments will be
tested by students of the general chemistry lecture to evaluate the learning effects as well as general effects of using VR instead of other media like
textbooks or videos (Qin, 2021).

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Title
Modifying a Creative Problem-Solving Instructional Model to Foster Rural Elementary School Students’ Scientific Creativity

Presenters
Tzung-Han Shie [HDR student], Shu-Fen Lin [Supervisor]

Abstract
The purpose of this study was to investigate rural elementary school students’ difficulties in a creative problem-solving (CPS) instructional model and to
modify the model to foster their scientific creativity. Three fifth-grade rural elementary school students (1 boy and 2 girls) were recruited as the
participants. A course was based on the CPS framework to guide the students to create a balloon-powered car that ran further. A design research
approach was used to conduct two rounds of CPS instruction. Three learning difficulties were found that (a) they were hard to propose some problems
through observation; (b) they built the cars based on imitation rather than creation; (c) they were not able to identify the factors that affect the operation
of the car. Thus, more teaching scaffolding was added in the second round instruction. The results show that the motivation of problem-solving and the
ability of identifying problems are two key factors that affect students’ CPS ability. Physical operation is critical to stimulate rural students’ abilities of
identifying factors and proposing questions. The results suggest that more scaffolding in CPS instructional model and motivation strategies is necessary
to foster rural students’ scientific creativity.

Title
A Critical Ethnography of Agency and Interdiscursivity in Middle School Science

Presenters
Therese Hennessy-Batge [HDR student]

Abstract
The decline in science achievement and engagement from middle school onwards has been an ongoing challenge for science educators. Previous
attempts to improve science education, through approaches focused on accountability and meritocracy, have failed. Agency and social justice are
emergent areas of science education research at odds with the monolithic discourses of accountability and performativity that dominate systemic
education. The aim of this study is to develop a critical ethnographic understanding of how the social and power relations in a group (interdiscursivity),
shape the experiences of agency of people in middle school science. The study centres on the experiences and perspectives of Tasmanian middle
school science classes and their teachers. Data has been collected through observation, photography, interviews, and journaling. At this stage, the
narratives of the ethnography are being constructed and considered through a critical discourse analysis and the notion of an ecology of agency. This
study provides a socio-cultural lens that can contribute to our understanding of the observable decline in middle school science achievement. It calls for
the emergence of agency and social justice in science education literature and contributes a critical perspective on how much action and agency is
possible in science in Australian schools.

77
Title
The effects of perspective presentation order on university students' online reading processes and outcomes about a socio-scientific Issue

Presenters
Miao-Hsuan Yen [Academic], Ying-Tien Wu [Academic]

Abstract
When solving a socio-scientific issue (SSI), online reading activities are a common and crucial part for university students to obtain information needed.
As an initial attempt, this study aims to explore the effects of perspective presentation order on university students' online reading processes and
outcomes about a SSI. In this study, eighty-seven university students were asked to read a 5-page text regarding nuclear power generation and usage,
with both myside and other-side information of each aspect (e.g., safety, economic, and ethic) presented on the same page. About half of the
participants read the other-side-first version while the other half read the myside-first version. Their eye movements were recorded during online
reading. Also, before and after reading the text, their informal reasoning performance was assessed. The results showed that the post-test informal
reasoning performance was higher for participants who read the other-side-first text than the other group. They also spent more time reading other-side
information during first-pass reading and transited more from other-side to myside information. In a regression analysis, pre-test informal reasoning
performance, first-pass reading and rereading durations on other-side information could positively predict post-test informal reasoning performance. The
implication of balanced information processing and reasoning will be discussed.

Title
Development of Automatic Assessment System Using Unsupervised Learning

Presenters
Minsu Ha [Supervisor], Jiseung Yoo [HDR student], Jisun Park [Supervisor]

Abstract
The goal of this study was to develop an automated assessment system that supports formative assessment for teachers. We proposed SAAI (Scoring
Assistant using Artificial Intelligence), an unsupervised learning-based assessment system that calculates scores without labels and generates scientific
keywords from student answers for feedback. We collected 30,902 answers from 2,465 high school students in the Philippines, covering 135 science
questions. The answers were evaluated by 9 pre-service teachers, first without any aid and then rescored using SAAI scores as a reference. We
analysed how SAAI enhances consistency, particularly for those with limited experience in science evaluation and utilised Pearson’s correlation to
measure a performance. Results showed that the correlation between SAAI scores and the first rating session exceeded 0.6 in 15% of questions, while
pre-service teachers demonstrated lower efficiency in time and rater consistency. SAAI scores and feedback keywords were introduced to teachers,
resulting in the correlation between SAAI and rescores exceeding 0.6 in 50% of questions. Pre-service teachers showed less variance in similar
answers and high consistency in scores. This study highlights the practical application of automated assessment systems in real classroom settings and
demonstrates how SAAI can enhance efficiency and accuracy in science assessments, thus supporting teachers.

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Title
Is there value in exploring unintended outcomes in STEM partnerships?

Presenters
Joseph Nagy [HDR student], Kim Nichols [Supervisor], Reshma Musofer [Supervisor]

Abstract
This study is part of a larger project and builds on the proposition that there is unrecognised value in partnership for STEM education beyond intended
outcomes. Using a Social Ecological Resilience (SER) perspective, it describes unintended outcomes from a university-museum partnership that
advanced museum educator capacity to develop/deliver a STEM professional learning program (PLP) for Queensland regional schools. The PLP
included STEM inquiry/design practices and activities to embed in middle years science classrooms, disseminated online and face to face informed by
museum scientist videos and collections. In a separate study, findings show that the PLP resulted in building teacher self-efficacy around STEM and
improved student attitudes towards STEM and inquiry. In this study, using SER, we describe unintended outcomes around a range of transformative
processes that occurred across the partnership as partners responded to change. Interviews were conducted with partners and researchers to draw out
their perceptions of participation in the partnership. A shifting perspective is evident across multiple museum staff as to their role in science education
through transformation of responsibilities and development of internal relationships. Exploring the university-museum STEM partnership as a socially
and ecologically derived system, provides a more comprehensive understanding of the impact and value of the partnership for science education.

Title
Development and validation of a measurement instrument for data-information processing competence of science inquiry

Presenters
Mihyun Son [Academic]

Abstract
The transition into the digital era is driving significant changes in the skills required for scientific inquiry. Students must be able to handle larger volumes
of data than in the past, making competence in data-information processing essential for scientific inquiry. The aim of this study was to develop an
instrument to measure student competencies necessary to conduct data-rich scientific inquiry. To develop the instrument, a total of 27 questions were
generated through literature research, and content validity was established by consulting with experts, including five scientists and five science
teachers. To ensure external validity, a survey was administered to 200 students aged 13-14 in Seoul, consisting of 98 males and 112 females. The
results were analysed using Messick’ (1995) conception of validity. Dimensional analysis based on the Lash model revealed that the instrument was a
single-dimensional measurement. We obtained MNSQ (Infit-outfit Mean Square) and DIF (Differential Item Functioning) and identified 24 items by
deleting inappropriate questions. ANOVA analysis confirmed that competency significantly decreased with grade but did not differ significantly by
gender. This instrument can provide insight into the skills required for young students to conduct scientific inquiry with large amounts of data and help
identify areas in which students may need additional support.

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Title
Exploring the Development of STEM Professional Identity in Teachers of Middle Years

Presenters
Kai Wei Lam [HDR student], Kim Nichols [Supervisor], Kay Colthorpe [Supervisor], Parveen Reshma [Supervisor]

Abstract
This study explored middle years’ teachers PI around STEM education following professional learning to foster self-efficacy in embedding STEM
pedagogies into the science classroom. PI was explored through teachers’ attitude and beliefs towards STEM, pedagogical approaches and personal
characteristics following a professional learning intervention. Study design was categorised into three phases: (1) A STEM professional learning
workshop, (2) Post-implementation of professional learning resources, and (3) Data analysis phase that consisted of both qualitative and quantitative
data, in the form of surveys, semi-structured interviews and case studies. Post-intervention survey results were compared to pre-intervention results to
observe teacher’s shift in attitude and awareness towards STEM. A thematic analysis was conducted on teacher interview responses to expand on the
themes formulated from the survey. Results showed that teachers developed their STEM professional identity following the intervention and
demonstrate a higher level of self-efficacy and beliefs in STEM education. Case studies revealed qualitatively unique STEM PIs that teachers
associated with year levels taught, pedagogical preferences, a positive working environment and other school contextual factors as critical features of
their STEM journey. This study provides a unique analysis of multiple distinctive contextually shaped STEM journeys in teachers of middle years.

Title
Development of an evaluation index for a milk-themed RIKADOKU (science reading) program for early elementary school students – Based on the
Australian/Japanese National Curriculum

Presenter
Rumi Haraguchi [Academic]

Abstract
The nurturing of learning in science from early childhood is an international issue. In Japan, however, no subjects teach science and health until the
third grade; therefore, the need for more science learning connections during the lower grades remains an important issue. The authors have conducted
practical research on RIKADOKU programs centred on the theme of milk, based on Bybee’s 5E model, for early-years children. RIKADOKU is an
educational method combining reading and real experiences such as experiments or observations. The results showed that children learned scientific
content such as biological classification and nutrition. We also found the possibility of implementing the program in the lower grades to facilitate learning
connections. In this study, we developed an evaluation index for early elementary school students by referring to the national curricula of Australia and
Japan. Researchers in science education, elementary education and school libraries brought their expertise to the study, and teachers verified its
validity. As a result, we were able to incorporate a new perspective of not only knowing, but also respecting, different cultures. We propose that
employing the evaluation index can support and enhance science learning in the early years. Moreover, it can bring a new science education with
awareness of the SDGs.

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Title
Contemporary use and future directions of artificial intelligence in science education

Presenter
Yeonjoo Ko [Academic]

Abstract
This study explored the contemporary use of artificial intelligence (AI) in science education to identify implications for AI-integrated science teaching and
learning. Based on the systematic review using the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 guidelines,
the researcher reviewed the literature published in English and Korean between 2002-2022, and examined the key characteristics and limitations of the
AI in science education, including current uses and research themes. Findings indicated that AI is being used as learning content and curriculum,
learning management and supporting systems, learning assessment, and a way of integrating conceptual understanding in science education. The
majority of the existing approaches focus on supporting students to learn basic AI concepts and principles, and assisting learning management, such as
AI-based automated assessment and personalised learning in K-12 contexts. The number of AI-integrated educational programs has increased
dramatically since 2019, but few programs facilitate students’ meaningful disciplinary learning. The limitations and possibilities of using AI in science
education are discussed.

81
 Symposium Abstracts

Title
Reviewing for RISE: A workshop to hone your skills

Presenters
Wendy Nielsen, Kim Nichols, Angela Fitzgerald & David Geelan

Overview
Research in Science Education (RISE) is the flagship publication of the Australasian Science Education Research Association. Peer review is
foundational to the continued success of the journal as a premier outlet for science education research around the world and a critical feature of
academic work. However, knowing how to write a good review can be challenging. In this workshop, RISE Editors will focus attention on reviewing
processes and work with attendees to develop skills in reviewing. We will review criteria and expectations for submissions to RISE as well as for
journals more commonly, and then, practice some techniques for conducting a review and providing written feedback that address the criteria. Anyone
is welcome to come along. This workshop follows on a successful mentoring initiative from 2022 where mentors from the ASERA membership trialled a
number of workshop activities to help our junior colleagues develop their knowledge and skills for reviewing for RISE.

Title
Exploring Research Landscape and Instructional Design Practices in Climate Change Education

Presenters
Yu-Chi Tseng, Chia-Yu Wang & Shu-Chiu Liu

Overview
The symposium brings together three studies that explore different aspects of climate change education (CCE). The first is a bibliometric review study
on the current state and trends in CCE literature from 2000 to 2022, providing insights into the evolving landscape and emerging research areas in this
field. We will report five schools of thought that have actively participated in CCE and highlight some gaps for suggesting potential research directions.
The following two studies serve as showcases to demonstrate some instructional innovations to empower university students to think critically and act
responsibly to address the urgent challenge of climate change. One is an action research study that developed two teaching modules emphasising
anthropocentric and eco-centric ethics under climate change circumstances. The other highlights part of a longitudinal study of futures-focused,
narrative-based instruction aiming to empower students to think and act for the future. These instructional innovations - contrasting and relating
anthropocentric and eco-centric ethics as well as narrating futures - can be important and effective in increasing students’ climate literacy. Overall, this
symposium seeks to offer valuable insights into the expanding literature of CCE research and specific instructional innovations taking place in the
general education context.

Paper 1: Research on addressing climate emergency with educational approaches – A bibliometric review
Chia-Yu Wang, Yu-chi Tseng, Shu-Sheng Lin, and Shu-Chiu Liu.

Abstract
This bibliometric review examines the current state and evolving trends of climate change education (CCE) literature from 2000 to 2022. A total of 1,264
articles were identified in the Web of Science in the education-related fields. The review reports on the evolving publication trends, productive countries,
leading journals, and intellectual structures of CCE research, as well as highly cited topics. Through author co-citation analysis, we identified five
schools of thought that encompass the theoretical basis, epistemology, socioscientific issues, and psychology of CCE and communication, with

82
highlights of the key authors involved. Analysing the journal citation network, we identify a few research fields across disciplines and museum education
which have actively participated, along with some long-standing, interdisciplinary journals with specific scopes showing increasing interest. Additionally,
we report isolated journals continuously publishing CCE with unique perspectives and approaches. Temporal overlay of the citation network revealed
that digital learning journal authors devote research efforts to seeking novel and diverse approaches to CCE. The review concludes with suggestions for
future research agendas and limitations of the study. Overall, the review provides insights into the evolving landscape and emerging research areas in
CCE. Guidelines for conducting a bibliometric review are suggested.

Paper 2: An Action Research on Enhancing Undergraduates’ Climate Literacy through General Education
Author: Yu-Chi Tseng.

Abstract
Taiwan, a mountainous and densely populated island in the west Pacific Ocean, is highly vulnerable to the impact of climate change. Given the
Taiwanese government’s issuance of the Environmental Education Act in 2010, it is essential for students to have a basic understanding of climate
change mechanisms, impacts, mitigation, and adaptation. This action research aimed to enhance undergraduates’ climate literacy by developing and
evaluating two modules from February to June 2021. The first module, “anthropocentric ethics under CC circumstances”, explored the relationship
between human activities and climate change. The second module, “eco-centric ethics in climate emergence”, emphasised how humans can coexist
with ecological systems to address climate change threats. We revised and conducted both modules again from September 2021 to January 2022. To
evaluate the learning outcomes, we adopted mixed methods to collect quantitative data from pre-, mid-, and post-tests and qualitative data from two
focus-group interviews after each module. Both modules significantly increased undergraduates’ knowledge, skills, and eco-centric ethics while slightly
reducing anthropocentric ethics in both semesters, as revealed by two-way ANOVA and ANCOVA analyses. Furthermore, the treatment group
outperformed the control group.

Paper 3: Exploring and Narrating Futures in Undergraduate Climate Change Education

Author: Shu-Chiu Liu

Abstract
This paper reports part of a longitudinal study on futures-focused, narrative-based instruction on climate change in the context of university general
education. A teaching module aiming to empower students to think and act for the future was developed and integrated into a semester-long
introductory climate change course intended for all majors at a university in Southern Taiwan. This module was implemented and revised for multiple
semesters. In this presentation, we used the data collected over two semesters in 2022, including (1) student narrative writing products (the final
assignment; N = 140) and (2) pre- and post-instruction surveys (N = 37), to bring to light students’ envisioning of carbon neutral futures and the impact
of the futures-focused, narrative-based teaching module on their content knowledge and self-perceived action competency regarding climate change. A
total of 11 feature categories emerged through content analysis of student writing, characterising what students think a carbon neural city would look
like. Paired sample t-test of survey data revealed significant improvement for both measured variables, indicating the instruction was helpful in raising
the level of students’ content knowledge as well as their action competency regarding climate change.

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Title
Science education in the Anthropocene

Presenters
Peta White, Russell Tytler, Joe Ferguson & Hilary Whitehouse

Overview
The present ethical challenge for all educators is to address the lived realities of the Anthropocene. This is not easy given that our dominant curriculum
structures and pedagogical practices remain embedded within an assumed Holocene ideal of stability. This symposium encourages discussion of the
destabilising challenges of the Anthropocene within science education and research. The four presenters will discuss student agency and
competencies, responses to the challenges of preparing students for highly disrupted futures, how to reset valuing climate science, the development of
international and national climate change education policies and emerging dimensions of educating for and in the Anthropocene. The presentations are
designed to inform and encourage productive conversations.

Paper 1: Agency in the Anthropocene: The work of science education

Peta White

Abstract
The OECD mandated that the Science Framework for PISA 2025 should investigate young people’s (15-year-olds) competence concerning 21st
century environmental challenges such as climate change and biodiversity loss. An expert group was contracted for this task, who defined ‘Agency in
the Anthropocene’ positioning socio-ecological challenges as centrally relevant for a futures-focused science education. Student agency (individual and
collective) has become crucial to work in climate change education as it can attend to eco-anxiety and generate hopefulness and wellbeing. This
presentation will showcase the competencies associated with Agency in the Anthropocene and explore how to enact them through school-based
science education. One important strategy involves exploring stakeholder perspectives in climate related socio-ecological challenges. Representing
these ideas in teacher education is key to establishing science education practices that attend to the challenges of the Anthropocene and support
student agency.

Paper 2: Exploring Science in relation to wider social and educational framings: Education and the Anthropocene
Russell Tyler

Abstract
What are the challenges of preparing students and society for Anthropocene challenges related to biodiversity loss, climate change, and disrupted work
futures and energy systems? The Academy of Social Sciences in Australia in March hosted a workshop – Education and Anthropocene - of key
researchers from a range of disciplines to discuss this question. In particular the workshop explored the intersections between multiple disciplines
theorising Anthropocene challenges and implications, and an education that would represent a productive way forward. The workshop resulted in
multiple outputs including a position statement, papers and books, and social media communications, designed to influence policy at a high level.
Scientists’ voices and science and environmental educators were among those leading the discussion, as well as researchers in policy, creative arts,
work futures and youth studies, indigenous studies, and social justice. In this session I will report on the key messages coming from the workshop with
a particular focus on the implications for science education. At the time of writing I am confident this will generate a new and expanded vision for school
science curriculum and practice.

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Paper 3: Science education in the Anthropocene: The aesthetics of climate change education in an epoch of uncertainty
Joe Ferguson & Peta White

Abstract
We carry a responsibility as science educators to enact education to collectively rebalance the relationships, disturbed by human-induced climate
change. However, to date, climate change education has not been prioritised in school science at a policy, curricula, classroom and community level,
due to an aesthetic at play which may not sufficiently value climate science. This could be due to the impacts of misinformation, a lack of value of
climate science in the disciplines, or other factors. We argue, from a pragmatist perspective, that an aesthetic shift is required to include science as part
of climate change education as a transdisciplinary endeavour that focuses on addressing socio-scientific issues through student agency. We explore
the synergy between science education aesthetics and climate change aesthetics as we advocate for an aesthetics of climate change education. We do
so by enacting collaborative autoethnography focused on documenting, sharing, and interpreting our reflections, actions, and stories of climate change
education. We propose that such an aesthetic should not be considered in isolation but as the basis for the ethics (how we ought to conduct ourselves)
and logic (how we ought to think) of young people being with us as a community of inquiry in the Anthropocene.

Paper 4: National responses to international moves: Climate change education policy in Australia
Hilary Whitehouse

Abstract
The UNESCO centre, the Office for Climate Education (OCE) was created in 2018 at the initiative of La main à la pâte Foundation and the scientific
community as an ambitious response to global need. The OCE provides curriculum, pedagogical and implementation leadership for member nations as
part of the educational response to the (rapidly worsening) climate crisis. International work provides alignment opportunities for socio-scientific learning
in Australia. While Australia has no Commonwealth government policy supporting climate change education, this situation is likely to change in the next
few years. International initiatives are ramping up, Australia has international obligations, and Australian science and environmental education
professional networks are pressuring state and federal governments for pragmatic responses to thermodynamic reality. An update on the 'state of play'
will form the substance of this presentation.

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