Victoria Millar
Biographic Data
| ID | 4611035 |
|---|---|
| NAME | Victoria Millar |
| GIVEN NAMES | Victoria |
| FAMILY NAME | Millar |
| SIGNATURE | MILLAR V |
| AFFILIATIONS | The University of Melbourne |
| ORCID | 0000-0002-1350-9530 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2020 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 1 |
Using the Contextual Model of Learning to Examine Informal Teacher Professional Development Whilst Accompanying Science Centre Field Trips
Whilst outcomes for students on field trips to science centres or museums have been extensively studied, the informal professional development that teachers themselves may experience has been less examined. This study, based on semi-structured interviews with two participants, examines teachers’ experiences when accompanying their students on science field trips using Falk and Dierking’s (2018) Contextual Model of Learning (CML). This allowed for…
‘We do STEM as well’
In recent years, much attention has been paid to the need to increase STEM participation. This attention largely arises in anticipation of economic and job growth in STEM and concern that not enough graduates are being produced to fill this increased demand. Little understood is the detail of the pathways students take within STEM and how these align with predicted needs. Additionally, analyses of such pathways tend to focus on academic pathways …
Science teachers’ interactions with science centres
This research investigated the benefits that science teachers experienced to their professional development as a result of their interactions with science centres. Such interactions included accompanying field trips and incursions, undertaking formal professional development and field work programs, and self-guided visits. Through narrative, semi-structured interviews with ten participants this study revealed that teachers experienced multiple be…
The science curriculum
A Systematic Review of the Role of Multimodal Resources for Inclusive STEM Engagement in Early-Childhood Education
This paper presents the findings from a systematic review of 29 websites and 13 frameworks that provide STEM (Science, Technology, Engineering, Mathematics) educational resources for parents, educators, and children (birth–8 years of age). Our theoretical approach is rooted within a social semiotic perspective that has indicated that multimodality enables children to use different types of expression to communicate a message or share an idea. Usi…
Bad Bridget —An unexplored aspect of the Irish migration story
This paper examines how museums can address and raise awareness of histories of incarceration through a case study—the Bad Bridget exhibition, which opened at the Ulster American Folk Park in Omagh, Northern Ireland, in April 2022. Originating as an academic research project (2015–2019) led by Dr Leanne McCormick (Ulster University) and Dr Elaine Farrell (Queen's University Belfast), it tells the stories of women who left Ireland for North Americ…
Trust in the Third Space of Science Education
This paper investigates rationality and its relationship to trust in science in the context of three proposed spaces of science education: the formal, informal and casual. It begins with the place of science as a trusted institution and its role in formal and informal education across the world. Through educational systems, we have come to trust that students are being educated about science and its trustworthiness. However, formal and informal e…
Trends, Issues and Possibilities for an Interdisciplinary STEM Curriculum
Trends, Issues and Possibilities for an Interdisciplinary STEM Curriculum
Trust in the Third Space of Science Education
This paper investigates rationality and its relationship to trust in science in the context of three proposed spaces of science education: the formal, informal and casual. It begins with the place of science as a trusted institution and its role in formal and informal education across the world. Through educational systems, we have come to trust that students are being educated about science and its trustworthiness. However, formal and informal e…
A Systematic Review of the Role of Multimodal Resources for Inclusive STEM Engagement in Early-Childhood Education
This paper presents the findings from a systematic review of 29 websites and 13 frameworks that provide STEM (Science, Technology, Engineering, Mathematics) educational resources for parents, educators, and children (birth–8 years of age). Our theoretical approach is rooted within a social semiotic perspective that has indicated that multimodality enables children to use different types of expression to communicate a message or share an idea. Usi…
Bad Bridget —An unexplored aspect of the Irish migration story
This paper examines how museums can address and raise awareness of histories of incarceration through a case study—the Bad Bridget exhibition, which opened at the Ulster American Folk Park in Omagh, Northern Ireland, in April 2022. Originating as an academic research project (2015–2019) led by Dr Leanne McCormick (Ulster University) and Dr Elaine Farrell (Queen's University Belfast), it tells the stories of women who left Ireland for North Americ…
The science curriculum
Using the Contextual Model of Learning to Examine Informal Teacher Professional Development Whilst Accompanying Science Centre Field Trips
Whilst outcomes for students on field trips to science centres or museums have been extensively studied, the informal professional development that teachers themselves may experience has been less examined. This study, based on semi-structured interviews with two participants, examines teachers’ experiences when accompanying their students on science field trips using Falk and Dierking’s (2018) Contextual Model of Learning (CML). This allowed for…
‘We do STEM as well’
In recent years, much attention has been paid to the need to increase STEM participation. This attention largely arises in anticipation of economic and job growth in STEM and concern that not enough graduates are being produced to fill this increased demand. Little understood is the detail of the pathways students take within STEM and how these align with predicted needs. Additionally, analyses of such pathways tend to focus on academic pathways …
Science teachers’ interactions with science centres
This research investigated the benefits that science teachers experienced to their professional development as a result of their interactions with science centres. Such interactions included accompanying field trips and incursions, undertaking formal professional development and field work programs, and self-guided visits. Through narrative, semi-structured interviews with ten participants this study revealed that teachers experienced multiple be…
Sociology (5 works) · Pedagogy (4 works) · Science education (4 works) · Engineering (3 works) · Global Educational Policies and Reforms (3 works) · Political science (3 works) · Psychology (3 works) · Computer Science (2 works) · Curriculum (2 works) · Curriculum development (2 works)