Thomas Lowrie's research while affiliated with University of Canberra and other places

Publications (13)

Article
Full-text available
In the last 5 years, there have been several literature reviews or meta-analyses investigating various aspects of STEM education; however, they have investigated a specific aspect of STEM, e.g. robotics, or digital games, or Early childhood, or Teacher perspectives. In addition, a broad-reaching review on STEM integration has not been conducted in...
Chapter
Thus far, we have focussed on the macro issues of the social, pedagogical, and economic perspectives of STEM discussed in Chap. 2; the impact of digital technologies on children’s learning in Chap. 3; and the role of play and play-based learning in Chap. 4. In this chapter, we turn our attention towards early childhood educators who are largely res...
Chapter
In this chapter we critique a range of literature related to digital technologies and their impact in the early years of schooling. First, we examine the impact of digital technologies on young children in general, including issues of access and the overall impact of digital technologies. We then turn our attention to a specific focus on tablets, t...
Chapter
In this chapter we present and critique a range of research literature regarding early years STEM in relation to pedagogical and social perspectives. We start with a brief positioning of specific discipline research and situate it within the broader STEM domain. As most early childhood educators operate within a sociocultural perspective, we commen...
Chapter
This chapter is structurally different to the previous six chapters, which critiqued the existing literature through the lens of our experiences in designing and leading the Early Learning STEM Australia (ELSA) Program (2016–2020) (See https://elsa.edu.au/). In this chapter, we initially argue for a new conception of play that moves beyond the dich...
Chapter
This book is intended for researchers and educators interested in current best practices for supporting STEM engagement and learning in the early years. For the purposes of this book, the early years are the years from preschool to year three, approximately 4–8 years of age.
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In Chaps. 2 and 5, we focussed on the STEM learning that happens in early years centres in the presence of early childhood educators, and how these educators can be supported with well-planned and delivered professional development.
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This chapter examines contemporary research regarding play, digital play, and play-based learning in the early years. We commence with a brief account of play guided by the theories of constructivism and sociocultural theory, as these theories underpin most teaching approaches in the early years.
Article
Full-text available
Learning progressions have become increasingly prevalent in mathematics education as they offer a fine-grain map of possible learning pathways a child may take within a particular domain. However, there is an opportunity to build upon this research in ways that consider learning from multiple perspectives. Many current forms of learning progression...
Article
Full-text available
Underpinned by the nation-wide Early Learning STEM Australia (ELSA) project, this practice illustration presents a design framework to respond to the challenges of scaling and sustaining a large design-based research project. The framework, known as STEM Practices Framework, is informed by work within the Learning Sciences which suggests that the i...
Article
This article describes the development and validation of a newly designed instrument for measuring the spatial ability of middle school students (11-13 years old). The design of the Spatial Reasoning Instrument (SRI) is based on three constructs (mental rotation, spatial orientation, and spatial visualization) and is aligned to the type of spatial...

Citations

... Another review on preK-12 teachers' perceptions of STEM integration and education (Margot & Kettler, 2019), between 2000 and 2016, indicates that teachers value STEM education, but they also report obstacles such as pedagogical and curriculum challenges, concerns about students, and lack of teacher support. Research highlighted the importance of teacher confidence in the delivery of STEM in early years' settings (Larkin & Lowrie, 2022); while ECE teachers' beliefs towards STEM are relatively positive, selfefficacy and confidence are rather low (Campbell et al., 2018). MacDonald et al. (2021) reveals Australian ECE teachers' beliefs and confidence regarding STEM education. ...
... Kemmis' architectures framework [1,5] builds on theorisations of practice offered by Schatzki [6], Wittgenstein [7] and MacIntyre [8] to offer a definition of practice as: ...
... Geometry concepts represented through diagrams need to be decoded when solving problems (Bishop, 1980(Bishop, , 1989Chen & Herbst, 2013). For example, mentally transforming 2D nets into appropriate 3D objects, or imagining different orthogonal views that rely on an understanding of spatial structure, relations, and transformations between representations (Ramful et al., 2017). There are also mathematical concepts that require students understand conventions as well as decode pictorial components (e.g., when interpreting graphs; Mix & Cheng, 2012;Lowrie et al., 2012). ...