Russell Tytler
Biographic Data
| ID | 4414479 |
|---|---|
| NAME | Russell Tytler |
| GIVEN NAMES | Russell |
| FAMILY NAME | Tytler |
| SIGNATURE | TYTLER R |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0003-0161-7240 |
| VERIFIED | Yes |
| TOTAL WORKS | 21 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 21 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2004 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Teaching Bioethics in Senior Secondary Using Guided Inquiry: Supporting Teachers to Address Contextual Challenges with Actionable Possibilities
There is a growing understanding that contemporary education needs to prepare young people for the significant challenges of the Anthropocene. In science, this implies an expansion of the traditional focus on delivered knowledge to include engagement with the wider societal settings of science that involves critical thinking and complex decision making. In this paper we present the findings from two independent schools in Melbourne, Victoria, whe…
“It is just how things are”: Physics teachers’ perceptions about the gender gap in secondary school physics
The gender gap in physics in Australian secondary schools remains a significant issue. This study aims to address this problem by examining how physics teachers perceive girls’ participation in physics, and how these perceptions influence their approach to gender issues and their potential impact on girls’ physics identity. The study uses a multi-case qualitative research design and applies a physics identity framework from a gender perspective. …
The Meeting of Old Friends: Exploring the Art-Science Dynamic in the Context of Astronomy and Astronomy Education
A Review of “ Juice ” - T. Winton (2024). Juice. Hamish Hamilton (Penguin)
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
I Don’t Feel I’ve Been Exposed to Enough Physics-Related Occupations: Career Advice and the Gendered Uptake of Physics in Australian Secondary Schools
Guiding student transduction in elementary school astronomy
Science educators now broadly recognize the multimodal nature of learning in science, where learners make meanings within modes (linguistic, mathematical, visual, and actional) by using the conventions of different sign systems or grammars in these modes. However, how teachers guide students to link and infer new meanings across modes, called “transduction” (Kress & Van Leeuwen, 2006. Reading images: The grammar of visual design. Routledge, p. 39…
Interdisciplinary aesthetics when science and drama are linked
There is a strong tradition of viewing these two school subjects as mutually enhancing, but aesthetic aspects of this interplay are less studied. In this paper we define disciplinary aesthetics as appreciation and enjoyment of the what and how of learning within and across both subjects. Drawing on Peirce’s semiotic theory of signs, we claim that meaning-making from, with and through signs and sign systems (a) is fundamental to learning in both s…
Translating contemporary scientists’ knowledge and practice into classrooms: Scalable design supporting identity work
There are new demands on science education for students moving into uncertain futures, including engagement with scientific practices, and understanding of the nature of science and scientists’ work. Furthermore, there is increasing recognition of and interest in the construct of identity as a powerful way of looking at students’ engagement with science studies and futures. In Australia there has been policy-level curriculum advocacy focused on f…
Critical thinking in primary science through a guided inquiry pedagogy: A semiotic perspective
Although education research in critical thinking is a rapidly emerging field, how teachers can facilitate, monitor, and support critical thinking in primary science remains a challenge. This paper builds on recent semiotics mediated scientific reasoning research to present a fresh perspective of critical thinking in primary science. Analysis of student and teacher interactions in an innovated semiotics grounded learning design and pedagogy demons…
Supporting Student Transduction of Meanings Across Modes in Primary School Astronomy
The multimodal nature of knowledge development and learning in science is now increasingly recognized. While researchers have focused on identifying how different representational modes afford meaning-making, the question of how students are guided to link, confirm and expand similar and different meanings across modes, called ‘transduction', has been less explored. This transduction process is fundamental to students realizing, aligning, generat…
Designing and delivering representation-focused science lessons in a digital learning environment
Inquiry-based representation-focused approaches in science education have shown promising outcomes when students engage in knowledge building via an active process of constructing, coordinating, and evaluating representations. To date, much of the existing research around these approaches has taken place in pre-digital classrooms, but the increasing importance of digital technologies in contemporary science classrooms that has heightened during t…
The role of aesthetics in the teaching and learning of data modelling
Reporting on a Grade 4 teaching and learning sequence, we highlight foundational constructs of measurement and data modelling which are fundamental to competence development in both science and mathematics. The sequence involved students generating and representing measures of their teacher’s arm-span, with a focus on the invention and refinement of data representations characteristic of STEM epistemic practices. We undertook a micro-ethnographic…
Aesthetics, affect, and making meaning in science education: An introduction
This overview gives a background for this special issue of the International Journal of Science Education on Aesthetics, affect, and making meaning in science education. Contributions to this special issue examine how and what kind of aesthetics of science is constituted when it meets the aesthetics of other practices (e.g. arts, mathematics, student lives), in and outside classrooms, and the consequences these encounters have for meaning-making …
The role of aesthetics in learning science in an art-science lesson
In this paper, we analyse results from one classroom session within an 8-week program in which Year 10 students constructed ‘trash’ puppets of endangered Australian animals. In making the puppets and using them as part of a ‘theatre in a suitcase’ performance at Melbourne Zoo, students were expected to integrate both scientific and artistic goals to demonstrate knowledge of specific endangered species. In this process, students needed to learn ho…
Contemporary science practice in the classroom: A phenomenological exploration into how online curriculum resources can facilitate learning
Using a phenomenological lens, we investigated how online curriculum resources can support secondary science teachers to explore contemporary science practices with their students. The research used a social constructivist theoretical and a hermeneutic phenomenology methodological framework to describe and interpret the teacher/participants’ experience. Seven participants teaching science to Year 7–10 students (12–15 years old) engaged in the res…
An interdisciplinary approach to primary school mathematics and science learning
Against a backdrop of advocacy for interdisciplinary STEM curricula, this paper explores the design principles underpinning a three-year longitudinal research project that develops and evaluates interdisciplinary mathematics and science learning sequences involving multiple teachers and student cohorts across the primary school years. The research uses design-based methodology and deploys a pedagogical cycle based on representation construction a…
A framework to support personalising prescribed school curricula
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised a…
Drawing to Learn in Science
Emerging research suggests drawing should be explicitly recognized as a key element in science education.
Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics
Professional Training in Applied Psychology: Towards a Signature Pedagogy for Forensic Psychology Training
Forensic Psychology is a recognised and important sub‐specialty of the Psychology discipline. However, after an expansion in the number of training places that were offered when programmes were first developed, recent years have seen these diminish in response to changes in university policies, resulting from reformulated Federal government funding models. In this article, we argue that it is important for the future of specialist areas of profes…
Young children learning about evaporation: A longitudinal perspective
Young children learning about evaporation: A longitudinal perspective
Drawing to Learn in Science
Emerging research suggests drawing should be explicitly recognized as a key element in science education.
Discourse communities: A framework from which to consider professional development for rural teachers of science and mathematics
Professional Training in Applied Psychology: Towards a Signature Pedagogy for Forensic Psychology Training
Forensic Psychology is a recognised and important sub‐specialty of the Psychology discipline. However, after an expansion in the number of training places that were offered when programmes were first developed, recent years have seen these diminish in response to changes in university policies, resulting from reformulated Federal government funding models. In this article, we argue that it is important for the future of specialist areas of profes…
A framework to support personalising prescribed school curricula
There is a recent advocacy for students to experience their learning as personalised, but this expectation poses challenges for teachers tasked with addressing prescribed curricula. In this article, we draw on relevant literature and our analyses of three case studies to propose a framework within which teachers can achieve both goals. We first clarify what we mean by personalising learning, noting problems in how it is currently conceptualised a…
Contemporary science practice in the classroom: A phenomenological exploration into how online curriculum resources can facilitate learning
Using a phenomenological lens, we investigated how online curriculum resources can support secondary science teachers to explore contemporary science practices with their students. The research used a social constructivist theoretical and a hermeneutic phenomenology methodological framework to describe and interpret the teacher/participants’ experience. Seven participants teaching science to Year 7–10 students (12–15 years old) engaged in the res…
An interdisciplinary approach to primary school mathematics and science learning
Against a backdrop of advocacy for interdisciplinary STEM curricula, this paper explores the design principles underpinning a three-year longitudinal research project that develops and evaluates interdisciplinary mathematics and science learning sequences involving multiple teachers and student cohorts across the primary school years. The research uses design-based methodology and deploys a pedagogical cycle based on representation construction a…
Supporting Student Transduction of Meanings Across Modes in Primary School Astronomy
The multimodal nature of knowledge development and learning in science is now increasingly recognized. While researchers have focused on identifying how different representational modes afford meaning-making, the question of how students are guided to link, confirm and expand similar and different meanings across modes, called ‘transduction', has been less explored. This transduction process is fundamental to students realizing, aligning, generat…
Designing and delivering representation-focused science lessons in a digital learning environment
Inquiry-based representation-focused approaches in science education have shown promising outcomes when students engage in knowledge building via an active process of constructing, coordinating, and evaluating representations. To date, much of the existing research around these approaches has taken place in pre-digital classrooms, but the increasing importance of digital technologies in contemporary science classrooms that has heightened during t…
The role of aesthetics in the teaching and learning of data modelling
Reporting on a Grade 4 teaching and learning sequence, we highlight foundational constructs of measurement and data modelling which are fundamental to competence development in both science and mathematics. The sequence involved students generating and representing measures of their teacher’s arm-span, with a focus on the invention and refinement of data representations characteristic of STEM epistemic practices. We undertook a micro-ethnographic…
Aesthetics, affect, and making meaning in science education: An introduction
This overview gives a background for this special issue of the International Journal of Science Education on Aesthetics, affect, and making meaning in science education. Contributions to this special issue examine how and what kind of aesthetics of science is constituted when it meets the aesthetics of other practices (e.g. arts, mathematics, student lives), in and outside classrooms, and the consequences these encounters have for meaning-making …
The role of aesthetics in learning science in an art-science lesson
In this paper, we analyse results from one classroom session within an 8-week program in which Year 10 students constructed ‘trash’ puppets of endangered Australian animals. In making the puppets and using them as part of a ‘theatre in a suitcase’ performance at Melbourne Zoo, students were expected to integrate both scientific and artistic goals to demonstrate knowledge of specific endangered species. In this process, students needed to learn ho…
Interdisciplinary aesthetics when science and drama are linked
There is a strong tradition of viewing these two school subjects as mutually enhancing, but aesthetic aspects of this interplay are less studied. In this paper we define disciplinary aesthetics as appreciation and enjoyment of the what and how of learning within and across both subjects. Drawing on Peirce’s semiotic theory of signs, we claim that meaning-making from, with and through signs and sign systems (a) is fundamental to learning in both s…
Translating contemporary scientists’ knowledge and practice into classrooms: Scalable design supporting identity work
There are new demands on science education for students moving into uncertain futures, including engagement with scientific practices, and understanding of the nature of science and scientists’ work. Furthermore, there is increasing recognition of and interest in the construct of identity as a powerful way of looking at students’ engagement with science studies and futures. In Australia there has been policy-level curriculum advocacy focused on f…
Critical thinking in primary science through a guided inquiry pedagogy: A semiotic perspective
Although education research in critical thinking is a rapidly emerging field, how teachers can facilitate, monitor, and support critical thinking in primary science remains a challenge. This paper builds on recent semiotics mediated scientific reasoning research to present a fresh perspective of critical thinking in primary science. Analysis of student and teacher interactions in an innovated semiotics grounded learning design and pedagogy demons…
Guiding student transduction in elementary school astronomy
Science educators now broadly recognize the multimodal nature of learning in science, where learners make meanings within modes (linguistic, mathematical, visual, and actional) by using the conventions of different sign systems or grammars in these modes. However, how teachers guide students to link and infer new meanings across modes, called “transduction” (Kress & Van Leeuwen, 2006. Reading images: The grammar of visual design. Routledge, p. 39…
“It is just how things are”: Physics teachers’ perceptions about the gender gap in secondary school physics
The gender gap in physics in Australian secondary schools remains a significant issue. This study aims to address this problem by examining how physics teachers perceive girls’ participation in physics, and how these perceptions influence their approach to gender issues and their potential impact on girls’ physics identity. The study uses a multi-case qualitative research design and applies a physics identity framework from a gender perspective. …
The Meeting of Old Friends: Exploring the Art-Science Dynamic in the Context of Astronomy and Astronomy Education
A Review of “ Juice ” - T. Winton (2024). Juice. Hamish Hamilton (Penguin)
An abstract is not available for this content. As you have access to this content, full HTML content is provided on this page. A PDF of this content is also available in through the ‘Save PDF’ action button
I Don’t Feel I’ve Been Exposed to Enough Physics-Related Occupations: Career Advice and the Gendered Uptake of Physics in Australian Secondary Schools
Teaching Bioethics in Senior Secondary Using Guided Inquiry: Supporting Teachers to Address Contextual Challenges with Actionable Possibilities
There is a growing understanding that contemporary education needs to prepare young people for the significant challenges of the Anthropocene. In science, this implies an expansion of the traditional focus on delivered knowledge to include engagement with the wider societal settings of science that involves critical thinking and complex decision making. In this paper we present the findings from two independent schools in Melbourne, Victoria, whe…
Psychology (16 works) · Mathematics education (13 works) · Sociology (13 works) · Computer Science (11 works) · Pedagogy (11 works) · Science Education and Pedagogy (11 works) · Science education (9 works) · Epistemology (7 works) · Engineering (6 works) · Educational Strategies and Epistemologies (5 works)