Mark Hackling's research while affiliated with Edith Cowan University and other places

Publications (50)

Article
Full-text available
Professional learning is widely acknowledged as an effective way to improve teacher practice and, consequently, student outcomes. However, this presupposes a direct link from professional learning to the enactment of the content of professional learning in teaching. This paper explores teachers' engagement with a continuing professional learning (C...
Article
Students' thinking and learning in inquiry-based science is contingent on them being able to participate in substantive conversations so they explore their ideas and develop reasons and explanations for the outcomes of their investigations. While teachers understand the importance of talk for student learning, they are often unaware of the impact o...
Conference Paper
Video-based classroom research is opening-up exciting new insights into how teachers generate productive opportunities for student engagement in quality learning, reasoning and the development of their scientific literacy. The significant role played by multimodal representations in learning and teaching becomes evident through the medium of video...
Article
Full-text available
The possibilities inherent in the collection and use of video footage point to an important innovation for classroom research. Unfortunately, researchers often experience uncertainty about incorporating video into their methodological approach as it can present a potential minefield of operational, technical, and ethical issues that require conside...
Article
Video-based classroom research is opening-up exciting new insights into how teachers generate productive opportunities for student engagement in quality learning. This research reveals the extent to which effective teachers draw on a range of multimodal representations of science phenomena and learners must use these as semiotic resources for learn...
Article
Video-based classroom research is opening-up exciting new insights into how teachers generate productive opportunities for student engagement in quality learning. This research reveals the extent to which effective teachers draw on a range of multimodal representations of science phenomena and learners must use these as semiotic resources for learn...
Article
With trends across many countries still indicating the decline of student interest in school science and diminishing numbers of students studying science beyond the compulsory years, it seems that the field remains in crisis. To address these unfortunate trends, there needs to be a greater emphasis on science education research that highlights the...
Conference Paper
Transformational games are digital computer and video applications purposefully designed to create engaging and immersive learning environments for delivering specified learning goals, outcomes and experiences. The virtual world of a transformational game becomes the social environment within which learning occurs as an outcome of the complex inter...
Article
Full-text available
The Third International Mathematics and Science Study (TIMSS) 1999 Video Study was conducted to investigate and describe Year 8 mathematics and science teaching practices in a variety of countries. This Australian report of the science component of the study includes many of the international results, but focuses on making comparisons and commentar...
Article
Full-text available
This paper reports on a large scale study that investigated the quality of teaching and learning in science in Australian schools. Its purposes were first, to describe ideal practice in the teaching and learning of school science; second, to describe the nature of teaching and learning of science in Australian schools; and third, to make recommenda...
Article
The high expectations for scientific literacy for all students demands a certain quality of science education in lower secondary education. This program focuses on supporting teachers in implementing this new curriculum. There are three interconnecting components of the program: (1) curriculum resources; (2) professional development; and (3) partic...
Article
Laboratory work has always been the most distinctive feature of secondary science teaching and learning. With the increasing emphasis on student centred learning and the importance of developing investigation and problem-solving skills there is value in reflecting on the type of laboratory work that is carried out in the science curriculum. The pur...
Chapter
Full-text available
This paper describes a project which sought to develop an interactive multimedia package to help beginning students understand the particulate basis of chemical reactions. The project sought to develop a learning environment which would enable students to develop strong visual representations and mental models of the various elements through the us...
Article
The idea that practical work in science is aimed at getting the right answer is strongly ingrained in practice and thinking, particularly those of students. While there are several different purposes for doing practical work, and hence several different kinds of practical work, the pressure to get the ‘right answer’ can affect what students, and te...
Article
Full-text available
Suggests ways in which teachers can help students learn investigation and problem-solving skills on open investigation tasks. Includes matching the degree of openness of the investigations to the experience and skills of the student, providing scaffolding to support student decision making, and using formative and student self-assessment. (JRH)
Article
Full-text available
A computer‐assisted instructional (CAI) package, based on a conceptual change model, was developed to challenge student misconceptions of chemical equilibrium. The CAI package used simulation to create cognitive conflict in students and promote accommodation of their conceptions. Use of the package produced significant and lasting conceptual change...
Article
Full-text available
Many school students experience difficulty in conducting science investigations (Hackling & Garnett, 1991; Murphy, 1988). Students in Western Australia have poorly developed skills of problem analysis, planning and carrying out controlled experiments, basing conclusions only on obtained data, and recognising limitations in the methodology of their...
Article
Full-text available
Previous studies indicate that many preservice science teachers lack facility with those formal reasoning patterns that are critical for learning science. The purpose of this project was to develop, implement and evaluate a curriculum package directed at improving preservice secondary science teachers' scientific thinking. A matched treatment-contr...
Article
Full-text available
A total of 1467 students in Years 3-7 were recruited from 26 government schools in Western Australia and Queensland to participate in the testing program which was conducted in Term 4 of 2007. Students were recruited from classes which had studied science using Primary Connections and from comparison classes which had studied science using other pr...
Article
A key principle of inquiry-based science education is that the process of inquiry must include opportunities for the exploration of questions and ideas, as well as reasoning with ideas and evidence. Teaching and learning Science therefore involves teachers managing a discourse that supports inquiry and students engaging in talk that facilitates the...
Article
Full-text available
Effective science teaching is vital for improved student learning outcomes in primary school science. Therefore, there is a need to tease out the components of effective science teaching to better understand what effective primary teachers do in their classrooms and why they do it. Four primary teachers, each nominated as effective science practiti...

Citations

... Several studies discuss the decline in students' interest in future studies or careers within STEM (e.g. Fitzgerald, Dawson, and Hacklin 2013;Hofstein, Eilks, and Bybee 2011;Osborne and Dillon 2008). For many years now, there have been concerns worldwide regarding the need to improve and stimulate students' interest in STEM (Osborne, Simon, and Collins 2003). ...
... It is acknowledged that the identified components may help to shed light on what much research and extensive reviews of the literature refer to as quality science learning and teaching, but on their own they cannot bring effective science teaching to life. The stories shared in this paper have been drawn from the practices of four primary school teachers, who participated in a project conducted by the first author of this paper examining effective science teaching in primary school classrooms (Fitzgerald, 2010), and are used to provide insights into what is possible in terms of a science education that matters in primary schools. ...
... Group activities such as discussion and working on Student Discussion Sheets can support students in developing students' concepts and understanding. [13] states that science learning that uses constructive and inquiry-based approaches can facilitate students to actively build conceptual knowledge. [13] further said that teachers who design their classes with instructional learning in accordance with the conditions and needs so that students can actively participate in discussions, express opinions, speak up, the teacher has encouraged their students to improve their thinking skills. ...
... Perception and perspective are orienting ideas within the literature on visual and video-based methods (Fitzgerald et al., 2013;Hockey & Collinson, 2006;Lofthus & Frers, 2021;McNaughton, 2009;Pink, 2011). This work has progressed understandings of how the visual is imagined and practically used in social research, especially regarding the phenomena that may be brought into view during data collection, and the layers of perspective that may be gained when multiple members of a research team can view and re-view footage several times during analysis. ...
... (iii) Difficult to implement: Not all teachers benefit from working with puppets, since they are not confident at first. Prolonged application and re-application may inform their teachinglearning praxis to such an extent that puppets automatically form part of their mathematics classroom (Hackling, Smith & Murcia, 2011;Remer & Tzuriel, 2015) (iv) Prolonged use and loss of learner interest: According to Gobec (2012), puppets can be integrated over a prolonged period if they are applied creatively in different teaching-learning contexts. Creative integration may also elicit cooperation and increased communication among learners. ...
... Algunos están pensados para estudiantes de secundaria y bachillerato que apenas empiezan a ser conscientes de lo absoluto que radica en todo aquello que desconocemos y que no podemos figurarnos en su totalidad (Chanunan et al., 2009;Fonseca et al., 2018;Garate y Veiga, 2021;Masek et al., 2012). Otros sirven, por su parte, como herramientas docentes a profesores universitarios para explicar la materia de forma divertida a través de una narrativa lúdica (véase el título no comercializado Master of Filtering, Chen et al., 2016). ...
... Extending this discussion of pedagogical novelty and modalities, there is considerable evidence that multimodal instructional techniques aid in students' acquisition and retention of knowledge in the natural sciences (Najjar 1998, Mayer 2005, Jaipal 2010, Arroio and de Souza 2012. At their best, multimodal techniques utilize as many sensory modalities as possible for both active and passive learning (Jewitt et al. 2001, Mayer 2005, Sorden 2013, Hackling 2013. Music and music videos hold great potential as a form of multimodal information transmission in university classes, because they utilize virtually all neural pathways in the brain (Levitan 2011) and are commonly viewed by students for recreational purposes. ...
... The graphic result of multimodal transcription methodologies usually represents non-verbal and verbal interaction with text and shows both, the time dimension and the simultaneity of actions, in a table (e.g., Cowan, 2014). The need for conventions in lesson transcriptions has been highlighted (e.g., Hackling et al., 2014) but a prevalent issue is that these conventions must be subject related. Current research is concerned with subjects other than music, in particular science lessons (Taylor, 2014), so the most suitable methodology for our need to transcribe song leading lessons was the Feldpartitur by Moritz (2011). ...
... Research in science education has shown that cognitive processes are the product of the continuous interaction of signs produced by the teacher and the students [1]- [4]. The representation of a scientific concept through the different semiotic systems (spoken word, gestures, spatial compositions) is not a rendition of the same thing in different ways; rather it gives knowledge shape [5]. In short, it appears that any conceptualization of scientific entities derives not only from within the sciences in which these entities are primarily created (e.g., physics, chemistry) or from the learners who have already conceptualized them as preconceptions, but also from the sign vehicles constructed to "transfer" them during the learning process (i.e., rhetorical figures, gestures, storytelling, use of material objects). ...