Critical fictions

This thesis draws on feminist theory from the sciences and the humanities to analyse dystopian literature for children and adults. It demonstrates that fiction plays a critical role in understanding how subjectivity and coporeality is implicated in the directions that new science is taking.

Masculinity and young adult fiction

The thesis 'Masculinity and young adult fiction' analyses the forces that shape the construction of masculinity within young adult texts. The core of the thesis is a creative novel 'Broken glass' which deals with the consequences of masculine mythology within the context of a small town.

Fiction in oils

Comprises a collection of seventeen stories based on Australian women's paintings and a critical exegesis that together represent a creative and theoretical response to the ways in which short fiction writing can be informed by visual art.

An evaluation of Sea Search as a citizen science programme in Marine Protected Areas

Citizen science involves collaboration between multi-sector agencies and the public to address a natural resource management issue. The Sea Search citizen science programme involves community groups in monitoring and collecting subtidal rocky reef and intertidal rocky shore data in Victorian Marine Protected Areas (MPAs), Australia. In this study we compared volunteer and scientifically collected data and the volunteer motivation for participation in the Sea Search programme. Intertidal rocky shore volunteer-collected data was found to be typically comparable to data collected by scientists for species richness and diversity measures. For subtidal monitoring there was also no significant difference for species richness recorded by scientists and volunteers. However, low statistical power suggest only large changes could be detected due to reduced data replication. Generally volunteers recorded lower species diversity for biological groups compared to scientists, albeit not significant. Species abundance measures for algae species were significantly different between volunteers and scientists. These results suggest difficulty in identification and abundance measurements by volunteers and the need for additional training requirements necessary for surveying algae assemblages. The subtidal monitoring results also highlight the difficulties of collecting data in exposed rocky reef habitats with weather conditions and volunteer diver availability constraining sampling effort. The prime motivation for volunteer participation in Sea Search was to assist with scientific research followed closely by wanting to work close to nature. This study revealed two important themes for volunteer engagement in Sea Search: 1) volunteer training and participation and, 2) usability of volunteer collected data for MPA managers. Volunteer-collected data through the Sea Search citizen science programme has the potential to provide useable data to assist in informed management practices of Victoria’s MPAs, but requires the support and commitment from all partners involved.

Post-disaster fiction for young adults : some trends and variations

In the forty years or so since it began to develop as a sub-genre of young adult fiction, post-disaster fiction has commented on a range of issues, including perceived social fears of the time, the nature of various types of society, and what people need in order to be truly human. This paper explores how young adult post-disaster fiction makes comment on these and other issues. It argues that within this genre there are three connected sub-genres, with the disaster having a different function in each, and the nature of the comments made by each of these sub-genres tending also to be different. As its title suggests, this paper includes texts in which the focus is on life after the disaster. The genre’s strong link with both the nature of young adult fiction and with adolescence itself suggests that it will continue to flourish as a sub-genre.

A framework for re-thinking learning in science from recent cognitive science perspectives

Recent accounts by cognitive scientists of factors affecting cognition imply the need to reconsider current dominant conceptual theories about science learning. These new accounts emphasize the role of context, embodied practices and narrative-based representation rather than learners’ cognitive constructs. In this paper we analyze data from a longitudinal study of primary school children’s learning to outline a framework based on these contemporary accounts, and to delineate key points of difference from conceptual change perspectives. The findings suggest this framework provides strong theoretical and practical insights into how children learn and the key role of representational negotiation in this learning. We argue that the nature and process of conceptual change can be re-interpreted in terms of the development of students’ representational resources.

Enhancing creativity through design technology : opportunities for developing children's creative thinking

Creative problem solving is essential to technology education. In our research project we explored the suggestion that creativity may need to include a time of ‘non-thinking’ during which innovative responses to problem tasks are generated. The period of non-conscious cognitive process (NCCP) time is considered to be when the brain makes connections between independent ideas and when inappropriate responses can be forgotten, allowing more relevant responses to be made available for problem solving. Our research provided an opportunity for several primary school teachers to focus on enhancing creativity in technology education and to explore the notion of the NCCP time for creative problem solving. In this chapter we review the current literature on enhancing creativity and comment on how the teachers fostered creativity as they implemented a design, make and appraise technological task to produce recycling devices in their classrooms. Classes and children were observed and teachers interviewed about their perception of children’s creativity and the NCCP time. In this study, a time frame of only several days appears to be ideal for non-conscious cognitive processing to occur and more time may hinder creativity. These findings have implications for teachers of technology who assign the same day and time each week for technology learning.
During the non-task time, which included the NCCP time, children were able to discuss their ideas with family members. As children learn in social and cultural contexts, these discussions can be fruitful. The teachers indicated that peer discussions also played an important role after the generation of designs.

Sleeping with the enemy : creative writing and theory in the academy

This paper will contend that as literary studies elevates creative writing to the highest level, by studying and analysing creative texts; creative writing is similarly enhanced when it is underpinned by theory. This flies in the face of the view that theory has no relevance to the needs of contemporary writers. This paper will examine the way in which theoretical insights and their applications are essential to the creative writing process and propose that without theory, creative writing classes might be at risk of constantly going over the same ground, with no way of being elevated to the next level.
Without the study of literary theory in creative writing, writers are in danger of producing imitations of acclaimed literature. Similarly, without studying creativity in literary studies, writers are at risk of imitating the language of French theorists in translation and failing to harness imaginative ways to create new ideas and theories. This paper encourages new ways of thinking about the union of literary studies and creative writing by focusing on theories and poetry of the sublime. This can assist creative and analytical writers with the anxiety of the blank page and the problem of the ineffable, through an examination of the role of imagination and reason in this process. Creative writing and theory should be studied simultaneously; they invigorate one another and this paper focuses on this important reciprocal relationship.

Automating the creation of 3D animation from annotated fiction text

This paper describes a strategy for automatically converting fiction text into 3D animations. It assumes the existence of fiction text annotated with avatar, object, setting, transition and relation annotations, and presents a transformation process that converts annotated text into quantified constraint systems, the solutions to which are used in the population of 3D environments. Constraint solutions are valid over temporal intervals, ensuring that consistent dynamic behaviour is produced. A substantial level of automation is achieved, while providing opportunities for creative manual intervention in animation process. The process is demonstrated using annotated examples drawn from popular fiction text that are converted into animation sequences, confirming that the desired results can be achieved with only high-level human direction.

Hierarchical rule generalisation for speaker identification in fiction books

This paper presents a hierarchical pattern matching and generalisation technique which is applied to the problem of locating the correct speaker of quoted speech found in fiction books. Patterns from a training set are generalised to create a small number of rules, which can be used to identify items of interest within the text. The pattern matching technique is applied to finding the Speech-Verb, Actor and Speaker of quotes found in ction books. The technique performs well over the training data, resulting in rule-sets many times smaller than the training set, but providing very high accuracy. While the rule-set generalised from one book is less effective when applied to different books than an approach based on hand coded heuristics, performance is comparable when testing on data closely related to the training set.

A method for automatically creating 3D animated scenes from annotated fiction text

This paper describes a strategy for automatically converting fiction text into 3D animations. It assumes the existence of fiction text annotated with avatar, object, setting, transition and relation annotations, and presents a transformation process that converts annotated text into quantified constraint systems, the solutions to which are used in the population of 3D environments. Constraint solutions are valid over temporal intervals, ensuring that consistent dynamic behaviour is produced. A substantial level of automation is achieved, while providing opportunities for creative manual intervention in animation process. The process is demonstrated using annotated examples drawn from popular fiction text that are converted into animation sequences, confirming that the desired results can be achieved with only highlevel human direction.

Drawing to learn in science

Should science learners be challenged to draw more? Certainly making visualizations is integral to scientific thinking. Scientists do not use words only but rely on diagrams, graphs, videos, photographs, and other images to make discoveries, explain findings, and excite public interest. From the notebooks of Faraday and Maxwell (1) to current professional practices of chemists (2), scientists imagine new relations, test ideas, and elaborate knowledge through visual representations (3–5).

Learning science through engaging with its epistemic representational practices

This group of papers explores the development of student understanding and application of the discursive tools of science to reason in this subject, as the basis for classroom practices that parallel scientists’ knowledge production practices. We explore how this account of the disciplinary literacies of science can be enabled through effective pedagogies. The papers draw on research from Australia and Sweden that have overlapping agendas and theoretical perspectives including pragmatism (Peirce 1931-58; Dewey 1938/1997), social semiotics (Kress et al. 2001) and socio-cultural perspectives on language and learning (Lemke, 2004). The papers examine the role of language/multimodal representations in generating knowledge claims in science classrooms, the classroom epistemologies that support learning, and assessment practices from this perspective. A large body of conceptual change research has identified trenchant problems in conceptual learning in science, spawning long-standing and ongoing programs to identify pedagogies to address this. By redefining the problem in terms of language and representation, we aim to offer a way forward to support student engagement and learning in science.

The Australian science curriculum

The Australian Science Curriculum has appeared at a time when there is widespread concern for the quality of science teaching and learning in Australia and the engagement of students in learning science, leading to calls for significant reform. The new curriculum thus carries the hopes of reform-minded scientists and educators for a change in the way science in schools can support teaching practices that engage students in quality learning. This analysis will examine whether it is an adequate vehicle for doing this. Will it live up to our expectations?

Problematic identities in women's fiction of the Sri Lankan diaspora

In her thesis, Watkins investigates the representation of ‘problematic identities in women’s fiction of the Sri Lankan diaspora’. As well as scrutinizing the literature for gender specific issues, both cultural and psychological, the thesis illustrates its collective significance as culture specific literature.