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Faculty of Education, Bendigo

Staff Profile

Professor Vaughan Prain
BA (hons) Monash, MA Monash, PhD Monash

Deputy Dean, Director of Research and Professor of Education

Room/Location: 2.11 Education
Ph: 5444 7314
Fx: 5444 7800
Email: v.prain@latrobe.edu.au

Teaching Areas

• English Method
• Graduate Diploma of Education
• Children's Literature

Research Interests

• Writing for learning in secondary science
• New technologies for learning
• Literacy Education

Recent Publications

Books

Wallace, C., Hand. B, & Prain, V. (2004). Writing, thinking, and learning in Science Kluwer Press, Amsterdam.


Research Reports

Hackling, M. & Prain. V. (2005). Primary Connections. Stage 2 trial: Research Report. Australian Academy of Science.


Chapters in Books

Prain, V. (2009). Researching effective pedagogies for developing the literacies of science: Some theoretical and practical considerations. In M. Shelley, L. Yore, and B. Hand (Eds.) Quality research in literacy and science education: International perspectives and gold standards. Springer.

Prain.V (2007). Learning the Literacies of Science. In V. Dawson & G. Venville (eds) The art of teaching primary science.  Allen & Unwin, Crows Nest, New South Wales, pp. 183-201.

Prain. V. & Hand, B. (2006) Language, Learning and Science Literacy. In K. Appleton (Ed.) Science Teacher Education for the Elementary School. Lawrence Erlbaum, New York.


Refereed Journal Articles

Sullivan, P., Prain, V., Campbell, C., Deed, C., Drane, S., Faulkner, M., McDonough, A., Mornane, A., & Smith C. (in press) Junior secondary students’ perceptions of influences on their engagement with schooling. Australian Journal of Education

Prain, V., Tytler, R., & Petersen, S (2009) Multiple representation in learning about science. International Journal of Science Education 31 (6) 787-808.

Carolan, J., Prain, V., & Waldrip, B. (2008). Using representations for teaching and learning in science. Teaching Science, 54 (1), 18-23. [pdf 647kb]

Taylor, L, Prain, V. & Rosengren, R. (2008). Pre-service teachers’ engagement with student wellbeing. Curriculum Perspectives. 28 (1), 21-34.

Prain, V. & Waldrip, B. (2008). An exploratory study of teachers’ perspectives about using multi-modal representations of concepts to enhance science learning. Canadian Journal of Science, Mathematics and Technology Education. 8 (1), 5-24.

Prain, V. (2007). Representing and projecting possible identities: Australian Children’s Literature. The Looking Glass, 11 (3). http://www.lib.latrobe.edu.au/ojs/index.php/tlg/article/view/5/18

Tadich, B., Campbell, C., Deed, C., & Prain, V. (2007) Student engagement in the middle years: A year 8 case study. Issues in Educational Research 17 (2), 256-271.

Hackling, M, Peers, S. & Prain, V. (2007) Primary Connections: Reforming science teaching in Australian primary Schools. Teaching Science 55 (3), 12-17.

Gunel, M, Hand, B, & Prain, V. (2007) Writing for learning in Science: A Secondary Analysis of Six Studies. International Journal for Mathematics and Science Education 5 (4), 615-637.

Tytler, R., Prain. V., & Peterson, S. (2007) Representational issues in students learning about evaporation. Research in Science Education 37 (3), 313-331.

Hand, B., Hohenshell, L., & Prain V. (2007) Examining the effects of multiple writing tasks on year 10 biology students’ understandings of cell and molecular biology concepts Instructional Science 35 (4), 343-373.

Farrelly, C, Prain, V. & O’Brien, M (2007) The discourses of sexuality in curriculum documents on sexuality education: An Australian case study. Sex Education 7 (1), 63-80.

Waldrip, B., Prain, V., & Carolan, J. (2006) Learning Junior Secondary Science Through Multi-Modal Representation, Electronic Journal of Science Education 11 (1), 86-105.


Waldrip, B. & Prain, V. (2006) Changing representations to learn primary science concepts. Teaching Science 54 (4), 17-21.

Prain, V., Waldrip, B. (2006) An Exploratory study of teachers’ and students’ use of multi-modal representations of concepts in primary science. International Journal of Science Education 28 (15), 1843-1866.

Tytler, R., Peterson, S., & Prain. V. (2006). Picturing evaporation: Learning science literacy through a particle representation. Teaching Science, 52 (1), 12-17.

Taylor, L, Savage, W., Hayman, L., Rosengren, R. & Prain, V. (2006). Developing an effective orientation and mentoring program for secondary teacher education students. Curriculum Perspectives 26 (1), 48-61.

Prain, V. (2006). Learning from Writing in School Science: Some Theoretical and Practical Implications. International Journal of Science Education, 28, 2-3, 179-201 [pdf 181kb]

Hand, B., Hohenshell, L., & Prain, V. (2004) Exploring Students' Responses to Conceptual Questions when Engaged with Planned Writing Experiences: A Study with Year 10 Science Students. Journal of Research in Science Teaching 41. 2, 186-210.

Hand, B., Alvermann, D., Gee, J., Guzzetti, B., Norris, S., Phillips, L., Prain, V., & Yore L. (2003) Message from the "Island Group": What is Literacy in Science Literacy? Journal of Research in Science Teaching, 40, 7, 607-615.

Prain, V. & Hand, B. (2003). Using new technologies for learning: A case study of a whole school approach. Journal of Research in Technology Education, 35, 4, 441-458

Prain, V., Hand, B. & Yore, L. (2003). Learning from writing in secondary science: A case study of students' composing strategies. In D. Psillos, P. Kariotoglou, V. Tselfes, E. Hatzikraniotis, M. Kallery (Eds) Science Education Research in the Knowledge-based Society. Kluwer Academic Press:Amsterdam.

Prain, V. (2003). Planned Conversations: Learning in Senior Secondary English through On-line Discussion. Curriculum Perspectives, 23, 1, 9-19.

Craven, J.A., Hand,B. & Prain,V. (2002). Assessing explicit and tacit conceptions of the nature of science among pre-service elementary teachers. International Journal of Science Education, 24 (8), 785-802.

Hand, B & Prain, V. (2002) Teachers implementing writing-to-learn strategies in junior secondary science: A Case Study Science Education 86, (6) 737-755.

Hand, B., Prain, V. & Wallace, C. (2002) Influences of Writing Tasks on Students' Answers to Recall and Higher-Level Test Questions. Research in Science Education 32, 1, 19-34.

Prain, V. & Hand, B. (2002) Pupil Learning through writing in science. In S. Amos & R. Boohan (eds.) Aspects of Teaching Secondary Science: Perspectives on Practice
Routledge Falmer, London.

Yore, L., Hand, B., & Prain, V. (2002). Scientists as writers. Science Education 86 (5), 672-692.

Published Conference Papers

Tytler, R. & Prain, V. (2007) Representation and learning about evaporation. Contributions from Science Education Research R. Pinot and D, Couso (eds) ESERA proceedings. Springer 237-248

Sullivan, P., McDonough, A., & Prain, V. (2005) Student Engagement in the Middle Years: Describing Influences and Possible Teacher Actions. Australian Association of Research in Education,

Associations

• National Association for Research in Science Teaching