Dr Nadya Rizk
Lecturer, Science Education - Faculty of Humanities, Arts, Social Sciences and Education; School of Education
Phone: +61 2 6773 3714
Dr Nadya Rizk is a member of the Science Education team at UNE. While a secondary science teacher by training, her research interests are in the professional learning of primary teachers in science. Dr Rizk coordinates EDSE101–Selected school science topics and EDSE359 – Teaching primary science and technology, the latter being a dedicated primary education unit.
PhD, University of New England, Australia
Masters of Arts (Science Education), American University of Beirut, Lebanon
Graduate Diploma in Education (Secondary Teaching), American University of Beirut, Lebanon
Bachelor Degree in Physics, American University of Beirut, Lebanon
Dr Rizk is interested in research and HDR supervision in the areas of:
- Science and technologies teaching in the primary classroom
- Science and technologies learning in the primary classroom
- Professional learning of in-service primary teachers of science and technologies.
Reyes Jr, V., Reading, C., Rizk, N., Gregory, S., & Doyle, H. (2018). An exploratory analysis of TPACK perceptions of pre-service science teachers: a regional Australian perspective. In Information Resources Management Association (Eds.), Teacher Training and Professional Development: Concepts, Methodologies, Tools, and Applications (4 Volumes) (pp. 1968-1983). Hershey, PA: IGI Global.
Lyons, T., Quinn, F., Rizk, N., Anderson, N., Hubber, P., & Kenny, J. (2014). The IRIS Questionnaire–Instrument Development, Data Collection and Respondents. In Henriksen, Dillon and Ryder (Eds.), Understanding Student Participation and Choice in Science and Technology Education (pp.379-406). Dordrecht, the Netherlands: Springer.
Refereed journal articles
Taylor, N., Quinn, N., Jenkins, K., Miller-Brown, H., Rizk, N., Prodromou, T., Serow, P., and Taylor, S. (2019). Education for Sustainability in the Secondary Sector – A Review. Journal of Education for Sustainable Development, pp. 1-21.
Quinn, F., Charteris, J., Adlington, R., Rizk, N., Fletcher, P., Reyes, V. and Parkes, M. (2019). Developing, situating and evaluating effective online professional learning and development: a review of some theoretical and policy frameworks. The Australian Educational Researcher, pp. 1-20
Rizk, N., Taylor, S., Taylor, N. & Sharma, M. (2018). Teaching energy transformation through open inquiry: The case of the rolling cylinders. Teaching Science, vol.64 (4), pp.18-21.
Elliott, S., Rizk, N., Taylor, S., Kennelly, J. and McKenzie, M. (2018). ‘When are we going again?’ Investigating children’s responses to a new nature playspace at an Environmental Education Centre. Curriculum Perspectives, vol.38 (2), pp. 157-162.
Taylor, S., Rizk, N., Quinn, F., Coll, R.K., McClune, W., and Taylor N. (2018). Subjective decision-making in healthcare: The case of vaccinations. International Journal of Innovation in Science and Mathematics Education, vol.26 (5), pp. 1-19.
Taylor, N., Taylor, S., Rizk, N. & Cooper, G. (2017). Suggestions for teaching floating, sinking and density. Teaching Science, vol. 63 (4), pp. 10-15.
Taylor, N., Hansford, D., Rizk, N. and Taylor, S. (2017) Links in the chain: bringing together literacy and science. Primary Science, vol. 146, pp. 5-7.
Reyes, V., Reading, C., Rizk, N., Gregory, S. & Doyle, H. (2016). An Exploratory Analysis of TPACK Perceptions of Pre-Service Science Teachers: A Regional Australian Perspective. International Journal of Information and Communication Technology Education, 12(4), pp 1-14.
Reyes, V., Masters, Y., Clary, D., Betlem, E.C., Jones, M.A, Charteris, J., Kivunja, C., Rizk, N. & Sigauke, A. (2016): Writing for publication group: professional development situated in the interstices of academia and performativity, Reflective Practice: International and Multidisciplinary Perspectives, 17(4), pp. 444-455.
Karami, R. & Rizk, N. (2014). School Reform in the Arab World: Characteristics & Prospects. International Journal of Educational Reform (IJER), 23(4), pp 315-332.
Karami, R. & Rizk, N. (2012). The TAMAM Project: Shifting the Paradigm of Educational Reform in the Arab World. Journal of International Education and Leadership, 2(3). ISSN: 2161-7252
Rizk, N., Jaber, L., Halwany, S. & BouJaoude, S. (2012). Epistemological beliefs in science: An exploratory study of Lebanese university students' epistemologies. International Journal of Science and Mathematics Education, 10(3), pp 473-496.
Vlaardingerbroek, B.; Jaber, L.; Rizk, N.; & Bayoud, J. (2009). The Lebanese brevet chemistry and physics examinations: An exploratory study. International Journal of Science and Mathematics Education, 7(6), pp. 1227 – 1247.
Refereed conference presentations
Trotter, M., Cosby, A., Trotter, T., Botwright Acuna, T., Rizk, N., Taylor, S., Gregory, S., & Fasso, W. (2016). SMARTFARM learning hub: Next generation precision agriculture technologies for agricultural education. Australian Conference on Science and Mathematics Education (ACSME) (pp. 129-130).
Rizk, N. & BouJaoude, S. (2011). Examining Pre-Service Non-Experienced Secondary Science Teachers' Pedagogical Content Knowledge. A paper presented at the National Association of Research in Science Teaching (NARST) conference, Florida, USA on April 2011.
Vlaardingerbroek, B.; Rizk, N. & Shehab, S. (2010, April). The Brevet Sciences and Mathematics Monitoring Project: The Early Days. A paper presented at the twelfth annual Science and Mathematics Educational Center (SMEC) Conference, Beirut, Lebanon.
Rizk, N., Jaber, L., Halwany, S. & BouJaoude, S. (2009, September). Epistemological beliefs in science: An exploratory study of Lebanese university students' epistemologies. A paper presented at the European Science Education Research Association (ESERA) Conference, Istanbul, Turkey.
Grants and consultancies
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.
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.
Lyons, T., Quinn, F., Rizk, N., Anderson, N., Hubber, P., Kenny, J., West, J., & Wilson, S. (2012). Starting out in STEM: A study of young men and women in first year science, technology, engineering and mathematics courses. Report submitted to Australia's Chief Scientist, October 2012. Department of Industry, Innovation, Science and Tertiary Education. pp. 120. ISBN 978-1-921597-42-8. (Available from simerr.une.edu.au).
Karami-Akkary, R & Rizk, N. (2011). A Profile of school Reform in the Arab World: Characteristics and Challenges. A Technical report. The American University of Beirut, Beirut, Lebanon.
Karami-Akkary, R & Rizk, N. (2011). TAMAM: An Innovative Model for Educational Reform in the Arab World. The American University of Beirut, Beirut, Lebanon.
Elliott, S., Taylor, S., Rizk, N., Kennelly, J., & McKenzie, M. (2017, August). Investigating the potential of nature play with children. In Rizk, N., Elliott, S. & Rogers, M. (Eds.), Linking Research to the Practice of Education, Vol 1 (2), pp. 5-6. ISSN