Dr Frances Quinn
Senior Lecturer, Science Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education
Phone: +61 2 6773 3411
Email: fquinn@une.edu.au
Biography
Dr Frances Quinn is a science teacher educator whose background spans biological science research at CSIRO, science teaching at secondary school and Biology, Botany and Ecology teaching at tertiary level. She currently teaches both primary and secondary pre-service teachers and her research interests span teacher professional learning, Education for Sustainability and teaching/ learning in science, including online teaching and learning.
Teaching Areas
Science and sustainability
Primary and secondary science education
Biology
Research Interests
Science education (particularly biology)
Distance/blended science learning and teaching
Students' perceptions of learning science
Education for Sustainability
Grants and Consultancies
2015-2017 - ARC Discovery - Out-of-field Teaching: Sustaining Quality Practices Across Subjects with CIs L Hobbs, Tytler, Vale, Campbell (Deakin: Lead Institution) Quinn, Whannell (UNE), and Lyons (QUT) Total: $226,900, $59,845 UNE
2016 - Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., & Reyes, V. Australian Academy of Science, $15,000 Commissioned report into “Reach and scope for 'Primary Connections' online professional learning and development: A sector scan and review of science and literacy initiatives”. September - November 2016.
2009 - Education for sustainability (EfS) in pre-service education programs at UNE (with Dr M Littledyke, A/Prof. N Taylor, Dr S Smith, Ms R Littledyke, Ms D Davies Mr B McMullen, Ms D Hansford & Dr J Hardy, $15,000
2006 - Teaching Development Grant: Identified Priority Grant ‘Embedded academic literacy support for first-year nursing students’ (written for Loretta Fitzgerald, Jan Brown, Sylvia Ransom, Julie Godwin and Helen Pendreigh) $6 715
2001 - HEEP Grant. ‘Online Academic Literacy’ (with R. Muldoon and C. Buckland) $35 079
1999 - Teaching Development Grant ‘Making Science Easier to Learn’. (with R.W. Hollingworth, N. Schwartz, M. Notestine, C. Scholl and R. Muldoon) c. $35 000
1996 - Quality Assurance Grant II. ‘Development of computer-based interactive multimedia tutorials…’ for First Year Biological Science, UNE, (with M. Notestine and J.J. Bruhl) $18 683
1994 - Threatened Plants of North-eastern NSW, for NSW NPWS and Australian Nature Conservation Agency (with Bruhl, J.J., Williams, J.B., Gross, C.L.), $30 000
2
Publications
Books or book chapters
Quinn, F., Zegwaard, K., Taylor, S., & Taylor, N. (2022). Learning, Work and Education for Sustainability. In The SAGE Handbook of Learning and Work. Sage Publications Ltd. Ch 32, p. 512- 529
Hobbs, L., & Quinn, F. (2021). Chicken Wings and a Deflated Football: Metaphors of the Complexity of Learning to Teach Science and Mathematics Out-of-Field. In Complexity and Simplicity in Science Education (pp. 51-69). Springer
Hobbs, L., du Plessis, A., Quinn, F., & Rochette, E. (2019). Examining the complexity of the out-of-field teacher experience through multiple theoretical lenses. In L. Hobbs & G. Torner (Eds.), Exploring “Teaching Out-of-field”: International Perspectives on Teaching as a Non-specialist: Springer: (pp. 87-128).
Lyons, T. and F. Quinn (2015). Understanding declining science participation in Australia: A systemic perspective’. Understanding Student Participation and Choice in Science and Technology Education. E. K. Henriksen, J. Dillon and J. Ryder, Springer Press: 153-168.
Taylor, N, Quinn, F & Eames, C (2015). Educating for Sustainability in Primary Schools: Teaching for the Future. Sense Publishers.
Quinn, F., Elliott, S., Taylor, N & Littledyke, M. (2015). Education for Sustainability in Primary Science Education. In Educating for Sustainability in Primary Schools: Teaching for the Future. Eds: Taylor, N, Quinn, F and Eames, C. Sense Publishers.
Quinn, F., Littledyke, M & Taylor, N. (2015). Issues and Dimensions of Sustainability. In Educating for Sustainability in Primary Schools: Teaching for the Future. Eds: Taylor, N, Quinn, F and Eames, C. Sense Publishers.
Taylor, N., Quinn, F & Eames, C (2015). Why Do We Need to Teach Education for Sustainability at the Primary Level? In Educating for Sustainability in Primary Schools: Teaching for the Future. Eds N. Taylor, F. Quinn and C. Eames. Sense Publishers.
Taylor, N., Quinn, F., & Miller, J. (2013). Sex Education and science': In M. Watts (Ed.), Debates in Science Education: Routledge Press.
Taylor, N., Quinn, F., Littledyke, M., & Coll, R. (2012). Health Education in Context: An International Perspective on Health Education in Schools and Local Communities: Sense Publishers.
Taylor, N., Quinn, F., Littledyke, M., & Coll, R. (2012). The Influence of Context on Health Education: Observations, Conclusions and Recommendations. In N. Taylor, F. Quinn, M. Littledyke & R. Coll (Eds.), Health Education in Context: An International Perspective on Health Education in Schools and Local Communities: Sense Publishers.
Taylor, N., Quinn, F., Littledyke, M., & Coll, R. (2012). Health Education in Context: An Overview and Some Observations. In N. Taylor, F. Quinn, M. Littledyke & R. Coll (Eds.), Health Education in Context: An International Perspective on Health Education in Schools and Local Communities: Sense Publishers.
Quinn, F. (2005). Assessing for learning in the crucial first year of university study in the sciences (invited chapter). Teaching in the Sciences: Learner Centred Approaches. C. McLoughlin and A. Taji. Binghampton, Haworth Press: 177-197.
Peer reviewed journal articles
Mongar, K., Quinn, F. & Elliot, S. (2022). Action-Oriented Approaches to Teaching Environmental Science in Bhutanese Secondary Schools: Stakeholder Perceptions. Journal of Environmental Education. · https://doi.org/10.1080/00958964.2022.2157368
Ambusaidi, A., Taylor, N., Quinn, F., Rizk, N., & Taylor, S. (2022). Omani senior secondary school students’ knowledge of and attitudes to antibiotic resistance. PloS one, 17(2), e0264500.
Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., & Parkes, M. (2022). The potential of online technologies in meeting PLD needs of rural teachers. Asia-Pacific Journal of Teacher Education, 50(1), 69-83.
Hobbs, L., & Quinn, F. (2021). Out-of-field teachers as learners: Influences on teacher perceived capacity and enjoyment over time. European Journal of Teacher Education, 44(5), 627-651.
Kennedy, J., Quinn, F., & Lyons, T. (2020). The Keys to STEM: Australian Year 7 Students’ Attitudes and Intentions Towards Science, Mathematics and Technology Courses.Research in Science Education 50(5), 1805-1832.
Whannell, R., Quinn, F., Taylor, S., Harris, K., Cornish, S., & Sharma, M. (2018). Open-ended science inquiry in lower secondary school: Are students' learning needs being met? Teaching Science, 64(1), 37.
Taylor, S., Rizk, N., Quinn, F., Coll, R., McClune, W., & Taylor, N. (2018). Subjective Decision-Making in Healthcare: The Case of Vaccinations. International Journal of Innovation in Science and Mathematics Education (formerly CAL-laborate International), 26(5).
Quinn, F., Charteris, J., Fletcher, P., Parkes, M., & Reyes, V. (2018). Professional Knowledge Landscapes in Online Pre-service Teacher Education: An Exploration through Metaphor. Australian Journal of Teacher Education, 43(10), 4.
Kennedy, J., Quinn, F., & Lyons, T. (2018). Australian enrolment trends in technology and engineering: Putting the T and E back into school STEM. International Journal of Technology and Design Education, 28(2), 553-571.
Feez, S., & Quinn, F. (2017). Teaching the distinctive language of science: an integrated and scaffolded approach for initial teacher education students. Teaching and teacher education, 65, 192-204. doi:https://doi.org/10.1016/j.tate.2017.03.019
Quinn, F., Castéra, J. & Clément, P. (2016). Teachers’ conceptions of the environment: anthropocentrism, non-anthropocentrism, anthropomorphism and the place of nature. Environmental Education Research, 22(6), 893-917. doi:DOI: 10.1080/13504622.2015.1076767
Quinn, F., & Lyons, T. (2016). Rural first year university science students: as engaged, aspirational and motivated as anyone – but different science ‘choices’ in Year 12 and university. Australian and International Journal of Rural Education, 26(1), 42-53.
Charteris, J., Quinn, F., Parkes, M., Fletcher, P., & Reyes, V. (2016). e-Assessment for learning and performativity in higher education: A case for existential learning. Australasian Journal of Educational Technology, 32(3), 112-122.
Kennedy, J., Quinn, F., Taylor, N. (2016). "The school science attitude survey: a new instrument for measuring attitudes towards school science." International Journal of Research & Method in Education 39(4): 422-445.
Quinn, F. and T. Lyons (2016). "Rural first year university science students: as engaged, aspirational and motivated as anyone – but different science ‘choices’ in Year 12 and university." Australian and International Journal of Rural Education 26(1): 42-53.
Charteris, J., Quinn, F, Parkes, M, Fletcher, P and Reyes, V et al. (2015). "e-Assessment for Learning (eAfL) in higher education: is it a wolf in sheep’s clothing?" Journal of Learning Development in Higher Education (9).
Hardy, J., Quinn, F & Smith, S (2015). "Education for Sustainability in Pre-service Teacher Education: An Opportunity for Change." The International Journal of Sustainability Education 9(4): 31-47.
Lyons, T. and F. Quinn (2014). "How relevant are science curricula for rural and remote students?" Australian and International Journal of Rural Education 24(2): 37-44.
Kennedy, J., Lyons, T & Quinn, F. (2014). "The continuing decline of science and mathematics enrolments in Australian high schools." Teaching Science 60(2): 34-46.
Wilson, S., Lyons, T. & Quinn, F (2014). "The Influence of School Science Teachers - The Differential Importance Attributed by Males and Females To Encouragement From Science Teachers." STEMplanet 1.
Quinn, F., & Stein, S. (2013). Relationships between learning approaches and outcomes of students studying a first year biology topic on-campus and by distance. Higher Education Research & Development, 32(4), 617-631.
Wilson, S., Lyons, T., & Quinn, F. (2013). "Should I stay or should I go?" Rural and Remote students in first year STEM courses. Australian and International Journal of Rural Education, 23(2), 77-88.
Lyons, T., & Quinn, F. (2012). Rural high school students' attitudes towards school science. Australian and International Journal of Rural Education, 22(2), 21-29.
Quinn, F., & Lyons, T. (2011). High school students' perceptions of school science and science careers: A critical look at a critical issue. Invited paper, Science Education International (Special Issue), 22(4), 225-238. Retrieved from http://www.icaseonline.net/seiweb/index.php?option=com_content&view=article&id=55&Itemid=63.
Quinn, F. (2011). Learning in First-Year Biology: Approaches of distance and on-campus students. Research in Science Education, 41(1), 99-121
Quinn, F., & Adlington, R. (2010). Coupling online quizzes with interactive digital content: familiarising pre-service teachers with resources available for science and sustainability. DE Quarterly, 4, 1-2.
Quinn, F., Pegg, J., & Panizzon, D. (2009). First-year biology students' understandings of meiosis: An investigation using a structural theoretical framework. International Journal of Science Education, 31 (10), 1279 - 1305.
Quinn, F., et al. (2002). "Formal academic mentoring: A pilot study for first year science students at a regional university." Mentoring and Tutoring 10(1): 21-34.
Unrefereed articles & reports
Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., & Reyes, V. (2016). Reach and scope for 'Primary Connections' online professional learning and development: A sector scan and review of science and literacy initiatives. November 2016. 132 pages. Commissioned report for the Australian Academy of Science. School of Education, University of New England.
Quinn, F. (2012). Teaching kids to think critically about climate The Conversation. Retrieved from http://theconversation.edu.au/teaching-kids-to-think-critically-about-climate-5270 100% [3,993 reads, 161 comments]
Lyons, T., Quinn, F., Rizk, N., Anderson, N., Hubber, P., Kenny, J., et al. (2012). Starting out in STEM: A study of young men and women in first year science, technology, engineering and mathematics courses, A report from the IRIS project prepared for Australia's Chief Scientist. Armidale: SiMERR National Research Centre, University of New England.
Lyons, T., & Quinn, F. (2010).Choosing Science: Understanding the declines in senior high school science enrolments: National Centre of Science, ICT and mathematics education for rural and regional Australia (SiMERR Australia), University of New England. ISBN: 978-1-921597-19-0. Retrieved from www.une.edu.au/simerr/pages/projects/131choosingscience.php.
Peer-reviewed Conference presentations
Quinn, F., Feez, S., Fussell, M., & Porter, K. (2015). Modelling genre-based pedagogy in teaching the distinctive language of science to pre-service primary teachers. Paper presented at the Conference of the European Science Education Research Association (ESERA). 31 August-3 September 2015, Helsinki, Finland.
Quinn, F., & Lyons, T. (2015). How international and domestic students perceive their Australian first year university STEM courses. Paper presented at the Conference of the European Science Education Research Association (ESERA). 31 August-3 September 2015, Helsinki, Finland.
Lyons, T., Quinn, F., & Wilson, S. (2016). Girls Thriving in Geek Courses. Paper presented at the STEM2016 Conference, 26-28 October, Beijing.
Hally, L., & Quinn, F. (2016). My home too: Place-based education and dadirri in science for remote Australian Indigenous students. Paper presented at the XVII IOSTE SYMPOSIUM Science and Technology Education for a Peaceful and Equitable World, 11-16 July, 2016, Braga, Portugal.
Quinn, F., Hally, L., Hobbs, L., Speldewinde, C., & Vale, C. (2016). Naught, sought but fraught: Tensions in Professional Development for science, IT and maths teachers teaching out-of-field in small rural schools in NSW, Australia. Paper presented at the XVII IOSTE SYMPOSIUM Science and Technology Education for a Peaceful and Equitable World, 11-16 July, 2016, Braga, Portugal.
Hobbs, L., Campbell, C., Speldewinde, C., & Quinn, F. (2016). Learning to teach out-of-field: The influence of school culture and rurality. Paper presented at the European Conference on Educational Research (ECER) 2016 Conference "Leading Education: The Distinct Contributions of Educational Research and Researchers" 22-26 August, 2016, University College Dublin.
Quinn, F., Hally, L., Hobbs, L., Speldewinde, C., & Vale, C. (2016). Naught, sought but fraught: Tensions in Professional Development for science, IT and maths teachers teaching out-of-field in small rural schools in NSW, Australia. Paper presented at the XVII IOSTE SYMPOSIUM Science and Technology Education for a Peaceful and Equitable World, 11-16 July, 2016.
Hally, L., & Quinn, F. (2016). My home too: Place-based education and dadirri in science for remote Australian Indigenous students. Paper presented at the XVII IOSTE SYMPOSIUM Science and Technology Education for a Peaceful and Equitable World, 11-16 July, 2016.
Lyons, T., Quinn, F., & Wilson, S. (2016). Girls Thriving in Geek Courses. Paper presented at the STEM2016 Conference, 26-28 October 2016.
Hobbs, L., Campbell, C., Speldewinde, C., & Quinn, F. (2016). Learning to teach out-of-field: The influence of school culture and rurality. Paper presented at the European Conference on Educational Research (ECER) 2016 Conference "Leading Education: The Distinct Contributions of Educational Research and Researchers" 22-26 August, 2016.
Quinn, F., & Lyons, T. (2015). How international and domestic students perceive their Australian first year university STEM courses. Paper presented at the Conference of the European Science Education Research Association (ESERA). 31 August-3 September 2015.
Quinn, F., Feez, S., Fussell, M., & Porter, K. (2015). Modelling genre-based pedagogy in teaching the distinctive language of science to pre-service primary teachers. Paper presented at the Conference of the European Science Education Research Association (ESERA). 31 August-3 September 2015.
Hobbs, L, Quinn, F et al. (2015). A model of teacher learning for out-of-field teachers. Australian Science Education Research Association (ASERA) Conference, 1-3 July 2015. Perth, WA.
Quinn, F. and T. Lyons (2014). Rural first year university science students: as engaged, aspirational and motivated as anyone – but different science 'choices' in Year 12 and university. Society for the Provision of Rural Education in Australia, 1-3 October 2014. Armidale, NSW.
Lyons, T. and F. Quinn (2014). The importance of science fiction and other STEM-related mass media in young people's decisions to enrol in university STEM courses. STEM in Education Conference: STEM education and Our Planet: Making Connections Across Contexts, 12-15 July 2014. Vancouver, Canada.
Quinn, F., et al. (2014). 'Nobody is stopping girls besides themselves: they can change that whenever they please: Perspectives of first year university STEM students on male-dominated STEM courses'. Conference of the Australasian Science Education Research Association, 2-4 July 2014. Melbourne.
Hardy, J., et al. (2014). Representing Education for Sustainability in pre-service teacher education courses: A case study of an Australian regional university. Paper presented at the 10th International Conference on Environmental, Cultural, Economic, and Social Sustainability,The University of Split, 22-24 January 2014. Split, Croatia.
Lyons, T. and F. Quinn (2013). Sex differences in the perceived value of outreach and museums/science centres in students' decisions to enrol in university science, technology and engineering courses. 10th Conference of the European Science Education Research Association (ESERA), 2-7 September 2013, University of Nicosia, Cyprus.
Quinn, F. and T. Lyons (2013). Educating for sustainability in virtual worlds: Does the virtual have value? 10th Conference of the European Science Education Research Association (ESERA), 2-7 September 2013, University of Nicosia, Cyprus.
Wilson, S., Lyons, T., & Quinn, F. (2013). Rural and remote students' interest and retention in first year university STEM courses: Results and implications of the Australian IRIS survey. Paper presented at the 3rd International Symposium for Innovation in Rural Education [ISFIRE].
Lyons, T., & Quinn, F. (2013). The relevance of science lessons: Comparing the perceptions of Australian students in urban, rural and remote high schools. Refereed Paper presented at the 3rd International Symposium for Innovation in Rural Education (ISFIRE), 13-15 February.
Quinn, F., Lyons, T., & Doyle, H. (2012). Do Virtual Steps Count? Educating for Sustainability via the Educational Multi-User Virtual Environment Quest Atlantis. Refereed paper presented at Australian Association of Environmental Education (AAEE) 17th Biennial Conference: Creating our next Courageous Steps.
Quinn, F., Doyle, H., & Lyons, T. (2012). Are You Game? Integrating the Multi-User Virtual Environment Quest Atlantis into Secondary Science Preservice Teacher Education. Paper presented at the Refereed Proceedings of the International Organisation of Science and Technology Educators [IOSTE]conference, Hamamet, Tunisia.
Quinn, F., Doyle, H., & Lyons, T. (2012). MUVE-ing pre-service teachers into the future. . Paper presented at the Refereed Proceedings of the ASCILITE 2012 conference: Future Challenges-Sustainable Futures. Wellington, New Zealand, 25-28 November 2012.
Lyons, T., & Quinn, F. (2012). Comparing students' and teachers' perceptions of the relative influence of significant others on decisions about enrolling in science subjects. Refereed Proceedings of the International Organisation of Science and Technology Educators [IOSTE]conference, Hamamet, Tunisia.
Quinn, F., & Clement, P. (2011). Primary School teachers' conceptions of environment: A comparison between Australia and France, Refereed paper presented at the European Science Education Research Association (ESERA) 9th International Conference: Science Learning and Citizenship; 5-9 September. Lyon, France.
Lyons, T., & Quinn, F. (2011). Differences in the attitudes of Australian rural and urban high school students towards school science. Refereed paper presented at the Second International Symposium For Innovation in Rural Education (ISFIRE). Kongju, Korea. 9-11 February.
Clément, P, Caravita, S, Khammar, F., Carvalho, G, Quinn, F et al., (2011). Diversity of teachers' conceptions related to environment and human rights. A survey in 24 countries. ESERA 2011 Conference: Science learning and Citizenship, Lyons, France, European Science Education Research Association (ESERA).
Quinn, F., Taylor, N., Littledyke, M., & Davies, C. (2010). Integrating education for sustainability into pre-service primary teacher education: forging connections in science and technology, Refereed paper presented at the XIV IOSTE Symposium "Socio-cultural and human values in science education", 13-18 June 2010. Bled, Slovenia.
Quinn, F., & Lyons, T. (2010). Gender differences in Australian students' relationships with school science Refereed paper presented at the XIV IOSTE Symposium "Socio-cultural and human values in science education", 13-18 June 2010. Bled, Slovenia.
Lyons, T., & Quinn, F. (2010). Looking back: students' perceptions of the relative enjoyment of primary and secondary school science, Refereed paper presented at the Science, Technology, Engineering and mathematics Conference, 26-27 November, Queensland University of Technology.
Quinn, F. (2008). Exploring structure and meaning in students' descriptions of meiosis, using the two-learning cycle per mode version of the SOLO model. Refereed Proceedings of the 15th Improving Student Learning Symposium, Oxford Centre for Staff and Learning Development, held 3-5 September 2007, Trinity College, Dublin.
Quinn, F., et al. (2007). Radical existentialism meets cognitive science: A review of converging qualitative and quantitative perspectives in research into tertiary students' learning. Refereed proceedings of the "Bridging the Gap between Research and Ideas" conference, University of New England, Armidale, 8-11 August 2006. ACT, Australian College of Educators 301-313.
Quinn, F. (2006). Engaging from a distance and on-campus with an introductory biology unit. 9th Pacific Rim First Year in Higher Education Conference - "Engaging Students", 12-14 July 2006, Griffith University and Queensland University of Technology, Gold Coast.
Quinn, F. and J. Godwin (2002). Changes for Australian tertiary students: A broad description and case study of learning approaches and student satisfaction in science. Refereed paper presented at The Sixth Pacific Rim - First Year in Higher Education Conference: Changing Agendas "Te Ao Hurihuri". The University of Canterbury in conjunction with Queensland University of Technology. Christchurch, New Zealand. 8-10 July 2002.
Quinn, F. (2000). Generic vs context embedded study skills support: A tale of two essays, Refereed Proceedings of the National Language and Academic Skills Conference, eds G. Crosling, T. Moore & S. Vance, Monash University, Churchill, Victoria, pp. 232-241.
Unpublished reports
Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., & Reyes, V. (2016). Reach and scope for 'Primary Connections' online professional learning and development: A sector scan and review of science and literacy initiatives. November 2016. 132 pages. Commissioned report for Australian Academy of Science. School of Education, University of New England.
