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Outputs (24)

Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena (2018)
Journal Article
Halls, J., Ainsworth, S. E., & Oliver, M. (2018). Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena. International Journal of Science Education, 40(7), 808-826. https://doi.org/10.1080/09500693.2018.1451008

There is a significant body of research on children's preconceptions concerning scientific concepts and the impact this has upon their science education. One active issue concerns the extent to which young children's explanations for the existence of... Read More about Young children’s impressionable use of teleology: the influence of question wording and questioned topic on teleological explanations for natural phenomena.

Learning and engagement through natural history museums (2018)
Journal Article
Mujtaba, T., Lawrence, M., Oliver, M., & Reiss, M. (in press). Learning and engagement through natural history museums. Studies in Science Education, https://doi.org/10.1080/03057267.2018.1442820

This review examines how natural history museums (NHMs) can enhance learning and engagement in science, particularly for school-age students. First, we describe the learning potential of informal science learning institutions in general, then we focu... Read More about Learning and engagement through natural history museums.

Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences (2017)
Journal Article
Oliver, M. C., Woods-McConney, A., Maor, D., & McConney, A. (2017). Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences. International Journal of STEM Education, 4(4), https://doi.org/10.1186/s40594-017-0060-9

Background: Prompted by fewer females compared to males enrolling in physics and advanced mathematics at both secondary and university levels, our research investigated the views and experiences of female students currently studying upper secondary s... Read More about Female senior secondary physics students’ engagement in science: a qualitative study of constructive influences.

Bringing CASE in from the cold: the teaching and learning of thinking (2016)
Journal Article
Oliver, M., & Venville, G. (2016). Bringing CASE in from the cold: the teaching and learning of thinking. Research in Science Education, 47(1), 49-66. https://doi.org/10.1007/s11165-015-9489-3

Thinking Science is a two-year program of professional development for teachers and thinking lessons for students in junior high school science classes. This paper presents research on the effects of Thinking Science on students’ levels of cognition... Read More about Bringing CASE in from the cold: the teaching and learning of thinking.

What's working memory to do with it? A case study on teenagers (2015)
Journal Article
Price, A., Oliver, M., & Joshua, M. (2015). What's working memory to do with it? A case study on teenagers

Effective teachers recognise that as their students grow, the way in which their students learn changes. This is related to different developmental stages of the brain that occur as a child becomes an adult. This article discusses the concept of work... Read More about What's working memory to do with it? A case study on teenagers.

Inquiry, engagement, and literacy in science: a retrospective, cross-national analysis of PISA 2006 (2014)
Journal Article
McConney, A., Oliver, M. C., Woods-McConney, A., Schibeci, R., & Maor, D. (2014). Inquiry, engagement, and literacy in science: a retrospective, cross-national analysis of PISA 2006. Science Education, 98(6), https://doi.org/10.1002/sce.21135

In this study, we examine patterns of students’ literacy and engagement in science associated with different levels of ‘inquiry-oriented’ learning reported by students in Australia, Canada, and New Zealand. To achieve this we analysed data from the O... Read More about Inquiry, engagement, and literacy in science: a retrospective, cross-national analysis of PISA 2006.

Science engagement and literacy: a retrospective analysis for students in Canada and Australia (2014)
Journal Article
Woods-McConney, A., Oliver, M., McConney, A., Schibeci, R., & Maor, D. (2014). Science engagement and literacy: a retrospective analysis for students in Canada and Australia. International Journal of Science Education, 36(10), https://doi.org/10.1080/09500693.2013.871658

Given international concerns about students’ pursuit (or more correctly, non-pursuit) of courses and careers in science, technology, engineering and mathematics (STEM), this study is about achieving a better understanding of factors related to high s... Read More about Science engagement and literacy: a retrospective analysis for students in Canada and Australia.

A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: cultural and socioeconomic complexities (2013)
Journal Article
Tao, Y., Oliver, M., & Venville, G. (2013). A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: cultural and socioeconomic complexities. Journal of Research in Science Teaching, 50(1), https://doi.org/10.1002/tea.21064

Set in the context of today’s globalized approaches to curriculum reform, the purpose of this study was to compare the teaching and learning of science in Chinese and Australian Grade 6 classrooms. A conceptual framework based on notions of culture a... Read More about A comparison of approaches to the teaching and learning of science in Chinese and Australian elementary classrooms: cultural and socioeconomic complexities.

Long-term outcomes of early childhood science education: insight from a cross-national comparative case study on conceptual understanding of science (2012)
Journal Article
Tao, Y., Oliver, M., & Venville, G. (2012). Long-term outcomes of early childhood science education: insight from a cross-national comparative case study on conceptual understanding of science. International Journal of Science and Mathematics Education, 10(6), https://doi.org/10.1007/s10763-012-9335-2

The purpose of this research was to explore the long term outcomes of either participating or not participating in early childhood science education on Grade 6 students’ conceptual understanding of science. The research is situated in a conceptual fr... Read More about Long-term outcomes of early childhood science education: insight from a cross-national comparative case study on conceptual understanding of science.