Griffith University

BSc, BEd (Hons), PhD
Lecturer, Science Education, School of Education and Professional Studies
Research Ethics Advisor, School of Education and Professional Studies
Contact details for Dr Christine McDonald

Research expertise

• Nature of science, epistemology of science
• Scientific and socioscientific argumentation
  
• Preservice science teacher education

Research grants

• (2012) A new Australian Curriculum: Science. A comprehensive review of middle school science textbooks for alignment with national priorities. Major Strategic Grant – Arts, Education and Law Group, Griffith University, $15 546
• (2011) A new Australian Curriculum: Science. A comprehensive review of middle school science textbooks for alignment with national priorities. Faculty of Education Seeding Grant, Griffith University, $4 000
• (2008-2009) Developing inservice science teachers’ epistemological views of science through argumentation, Faculty of Education Grant, Griffith University. Dr Debbie Heck, Dr Christine McDonald, Dr Clare Christensen, Dr Alison Sammel, Mr Richard Cooper $5 000
• (2008-2009) Developing inservice science teachers’ epistemological views of science through argumentation. SCIPP Grant, Education Qld. Dr Debbie Heck, Dr Christine McDonald, Dr Clare Christensen, Dr Alison Sammel, Mr Richard Cooper,  $14 500
  

Academic awards

• Vice Chancellors Scholarship, (2001-2004), Queensland University of Technology
• Australian Postgraduate Award, (2001-2004), Queensland University of Technology 
• Education Medal (2000), Griffith University 

Teaching awards

• Griffith Award for Excellence in Teaching (GAET) – Individual Teacher Award for Arts, Education and Law Group, 2011, Griffith University, Highly Commended
  
• Faculty Learning and Teaching Citation (FLTC), 2009, Griffith University

Current teaching areas

• Energy and change
  
• Natural and processed materials
  
• Science as a human endeavour
  
• Science curriculum 1A
• Science 1 curriculum B
• Science 2 curriculum B
• Learning and teaching in science curriculum
  
• Middle years science curriculum
• Senior science 1 curriculum
• Senior science 2 curriculum

Publications

Book chapters

• McDonald, C. V. & McRobbie, C. J. (2012). Utilising argumentation to teach nature of science. In B. Fraser, K. Tobin & C. McRobbie (Eds.). Second international handbook of science education, (pp. 969-986) Dordrecht: Springer.

Refereed journals

• McDonald, C. V. (under review). Exploring the epistemological authenticity of scientific and socioscientific argumentation tasks – An examination of preservice primary teachers’ written argumentation. Journal of Research in Science Teaching.
  
• McDonald, C. V. (2010). The influence of explicit nature of science and argumentation instruction on preservice primary teachers' views of nature of science. Journal of Research in Science Teaching, 47(9), 1137-1164. Impact Factor: 2.728, ISI Journal Citation Reports © Ranking: 2010: 4/177 (Education & Educational Research); 4/184 (Education & Educational Research)
• McDonald, C. V. & Heck, D. (under review). How do we teach argumentation in the new Australian Curriculum?” Secondary science teachers’ experiences in an argumentation-based professional development program. Teaching Science.
  
• Stein, S. J., Ginns, I. S. & McDonald, C. V. (2007). Teachers learning about technology and technology education: Insights from a professional development experience. International Journal of Technology and Design Education, 17, 179-195.

Refereed proceedings

• Ginns, I. S., McDonald, C. V., Stein, S. J., & McRobbie, C. J. (2002). What teachers really know about technology when they claim they don't know? Proceedings of the Annual Technology Educational Research Conference (TERC), Gold Coast, Queensland, 21-30.
  
• McDonald, C. V., Ginns, I. S., McRobbie, C. J., & Stein, S. J. (2002). It's just computers and electrical stuff. Changes in students' views of technology in a Year 7 classroom. Proceedings of the Annual Technology Educational Research Conference (TERC), Gold Coast, Queensland, 91-104.

Non-refereed proceedings

• McDonald, C. V. & Heck, D. (2011, September). The impact of context of argumentation on inservice science teachers’ views of nature of science. Paper presented at the biannual meeting of the European Science Education Research Association (ESERA), Lyon, France.
  
• McDonald, C. V., Heck, D., Cooper, R., & Christensen, C. (2010, July). Exploring the influence of an argumentation professional development program on inservice teachers' views of nature of science. Paper presented at the Annual Meeting of the Australasian Science Education Research Association (ASERA), Port Stephens, NSW.
  
• McDonald, C. V. (2009, August). Examining preservice primary teachers' written argumentation in scientific and socioscientific contexts. Paper presented at the biannual meeting of the European Science Education Research Association (ESERA), Istanbul.
  
• McDonald, C. V. (2008, July). Factors influencing the development of preservice primary teachers' views of nature of science. Paper presented at the Annual Meeting of the Australasian Science Education Research Association (ASERA), Brisbane, QLD.
  
• McDonald, C. V. (2008, March). Exploring the influence of an argumentation-based science content course on preservice elementary teachers' views of nature of science. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), Baltimore, MD.
  
• McDonald, C. V. (2007, July). Exploring the influence of an argumentation-based science content course on preservice primary teachers' views of nature of science. Paper presented at the Annual Meeting of the Australasian Science Education Research Association (ASERA), Fremantle, WA.
  
• McDonald, C. V. & McRobbie, C. J. (2006, April). An analysis of the implementation of scientific argumentation and nature of science in a preservice elementary chemistry course. Paper presented at the Annual Meeting of the National Association for Research in Science Teaching (NARST), San Francisco, CA.
  
• McDonald, C. V. & McRobbie, C. J. (2006, April). Does engaging in argumentation enhance preservice elementary teachers' views of nature of science? Paper presented at the Annual Meeting of the American Educational Research Association (AERA), San Francisco, CA.
  
• McDonald, C. V., Stein, S. J., & Ginns, I. S. (2003, April). Enhancing students' understanding of design technology concepts through science activity. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
  
• Stein, S. J., McDonald, C. V., & McRobbie, C. J. (2003, April). Learning about technology and technology education through a professional development program. Paper presented at the Annual Meeting of the American Educational Research Association (AERA), Chicago, IL.
  
• McDonald, C. V. & Wilson, J. M. (2001, July). Teachers' espoused and reflected views of the nature of science. Paper presented at the Annual Meeting of the Australasian Science Education Research Association (ASERA), Sydney, NSW.

Theses

• McDonald, C. V. (2008). Exploring the influence of a science content course incorporating explicit nature of science and argumentation instruction on preservice primary teachers’ views of nature of science. Unpublished doctoral dissertation, Queensland University of Technology, Queensland, Australia.
• McDonald, C. V. (2000). Teachers' espoused and reflected views of the nature of science. Unpublished honours dissertation, Griffith University, Queensland, Australia.