Projects per year
Personal profile
Biography
Debra is a keen enthusiast of science and mathematics education having published in both fields. As part of STEM these subjects along with technology and the context of engineering encourage learners to think about and explore their world through a different lens, it helps them to develop a deeper understanding of the interactions and complexities of that world. Questioning, challenging, risk-taking and not accepting the obvious are ways of working that promote the development of new knowledge and ideas!
Over the years Debra has collaborated with a number of colleagues in other universities and organisations. In earlier positions as inaugural Deputy Director for the Flinders Centre for Science Education in the 21st Century she supported decision-making in science and mathematics education by policy makers, educational leaders, industry and other stakeholders. While in this position Debra coordinated a number of Science, Technology, Engineering and Mathematics (STEM) projects (research and consultancies) involving collaborations with government departments and various types of industry in South Astralia. This work built upon previous experiences as Deputy Director for the National Centre of Science, Information and Communication Technology, and Mathematics Education for Rural and Regional Australia (SiMERR) located at the University of New England. In this position she was able to champion issues for rural and regional Australia while teaching in a number of science units.
Debra is an experienced science-education researcher with a range of research interests developed as a consequence of these broad and valuable opportunities. She reviews papers for two international science education journals along with key national and international conferences.
Supervision interests
- STEM policy and education
- assessment and teachers practices
- electronic assessment in science
- rural education
- female participation in science and mathematics education
- enhancing participation rates of students from low SES backgrounds in science and mathematics education
Expertise related to UN Sustainable Development Goals
In 2015, UN member states agreed to 17 global Sustainable Development Goals (SDGs) to end poverty, protect the planet and ensure prosperity for all. This person’s work contributes towards the following SDG(s):
Collaborations and top research areas from the last five years
Projects
- 3 Finished
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External Evaluation of Explore Learning Sites Critical and Creative Thinking Collaborative Inquiry Project
Panizzon, D., Smith, K. & Kirkby, J.
1/11/17 → 28/02/19
Project: Research
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Using pedagogical reasoning to explicate expert practice that aligns with national teaching standards
Keast, S., Loughran, J., Mitchell, I. & Panizzon, D.
Australian Research Council (ARC)
2/01/14 → 31/12/16
Project: Research
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Correction to: Investigating students' self-efficacy and self-concept in science through collaborative inquiry: Unpacking the 'hidden' complexity within data
Panizzon, D., White, B., Elliott, K. & Semmens, A., 2022, Complexity and Simplicity in Science Education. Geelan, D., Nichols, K. & McDonald, C. V. (eds.). 1st ed. Cham Switzerland: Springer, p. C1-C3Research output: Chapter in Book/Report/Conference proceeding › Foreword / Postscript › Other › peer-review
Open Access -
Investigating students' self-efficacy and self-concept in science through collaborative inquiry: unpacking the 'hidden' complexity within data
Panizzon, D., White, B., Elliott, K. & Semmens, A., 2022, Complexity and Simplicity in Science Education. Geelan, D., Nichols, K. & McDonald, C. V. (eds.). 1st ed. Cham Switzerland: Springer, p. 143-157 15 p.Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Research › peer-review
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Assessment, learning and teaching
Panizzon, D., 2021, The Art of Teaching Primary School Science. Dawson, V. & Venville, G. (eds.). 2nd ed. Abingdon UK: Routledge, p. 101-115 15 p.Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review
1 Citation (Scopus) -
Designing a developmental progression to assess students’ conceptual understandings by focusing on the language demands in Science
Panizzon, D., Pegg, J., Arthur, D. & McCloughan, G., 1 Nov 2021, In: Australian Journal of Education. 65, 3, p. 265-279 15 p.Research output: Contribution to journal › Article › Research › peer-review
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Assessment, learning and teaching: a symbiotic relationship
Panizzon, D., 2019, The Art of Teaching Science : A Comprehensive Guide to the Teaching of Secondary School Science. Dawson, V., Venville, G. & Donovan, J. (eds.). 3rd ed. Crows Nest NSW Australia: Allen & Unwin, p. 140-158 19 p.Research output: Chapter in Book/Report/Conference proceeding › Chapter (Book) › Other › peer-review