Christine Howitt

Search results

• 2023

  A partnership framework for enhancing teacher education outcomes

  Ferns, S., Dawson, V. & Howitt, C., 1 Jan 2023, Work Integrated learning case studies in teacher education: Epistemic reflexivity. Winslade, M., Loughland, T. & Eady, M. (eds.). Singapore: Springer Nature Singapore Pte Ltd, p. 31-47 17 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

  • Research Study Design 100%
  • Professional Body 100%
  • Data Analysis 100%
  • Case Study 100%
  • Quantitative Data 100%
  1 Citation (Scopus)

• The post-pandemic evolution of internationalisation in Australian Higher Education: Situating the current crisis in the historical socio-cultural policy context

  Doray, M., Sharplin, E. & Howitt, C., 2023, Keep calm, teach on: Education responding to a pandemic. Vyortkina, D., Collins, N. & Reagan, T. (eds.). North Carolina: Information Age Publishing, p. 61-85 25 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review
• 2022

  Encouraging parental guidance for young children’s learning in science through an outreach program in playgroups

  Rennie, L. & Howitt, C., 2022, International Journal of Informal Science and Environmental Learning, 2.5.

  Research output: Contribution to specialist publication › Article in specialist publication › peer-review

  Open Access

  • Mixed Methods 100%
  • Qualitative Method 100%
  • Learning Sciences 100%
  • Outreach 100%
  • Outreach Program 100%

• Fostering critical thinking in a year 7 integrated STEM project with the cognitive apprenticeship model

  Pristel, V., Dawson, V. & Howitt, C., 26 Jul 2022, Deakin University STEM Education Conference, Online: Conference proceedings: Selected works. Hobbs, L., Campbell, C. & Xu, L. (eds.). Geelong: Deakin University, p. 35-39

  Research output: Chapter in Book/Conference paper › Conference paper › peer-review

  • Apprenticeship 100%
  • Critical Thinking 100%
  • Science, Technology, Engineering and Mathematics 100%
  • Critical Thinking Skills 40%
  • Secondary Schools 20%

• The Narrative Approach to Informed Consent: Empowering Young Children’s Rights and Meaningful Participation

  Mayne, F. & Howitt, C., 2022, 1st ed. UK: Routledge. 188 p.

  Research output: Book/Report › Book › peer-review

  • Consent Process 100%
  • Accurate Information 100%
  • Information Interaction 100%
  • Case Study 100%
  • Children's Rights 100%

• Use of XR (extended reality) technologies to promote literacy in science in a Year 5 science class

  Howitt, C., Dawson, V., Oakley, G. & Pegrum, M., 2022, (Unpublished).

  Research output: Contribution to conference › Conference presentation/ephemera

• Using a Narrative Approach Informing Story to engage 4- and 5-year olds in research in the context of a study on the use of an augmented reality sandbox to enhance spatial thinking

  Howitt, C., George, R. & Oakley, G., 2022, The Narrative Approach to Informed Consent: Empowering Young Children’s Rights and Meaningful Participation. Mayne, F. & Howitt, C. (eds.). 1 ed. London: Routledge

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

  • Case Study 100%
  • Informed Consent 100%
  • Children's Rights 100%
• 2021

  Enhancing young children's science identity pedagogical practices

  Blake, E. & Howitt, C., 2021, Science in Early Childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 4 ed. Victoria: Cambridge University Press, p. 153-165 13 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Eyes wide open: Integrated, holistic and flexible science ideas and activities for young children

  Howitt, C., Birrell, N. & Weppner, K., 2021, Teaching Solutions. 100 p.

  Research output: Book/Report › Book

• Intentional teaching of science

  Howitt, C., 2021, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 4th ed. Port Melbourne, Victoria: Cambridge University Press, p. 239-253 15 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Planning for teaching science in the early years

  Howitt, C. & Jobling, W., 2021, Science in Early Childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 4 ed. UK: Cambridge University Press, p. 221-238

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Professional accreditation: A partnership proposition

  Ferns, S., Dawson, V. & Howitt, C., 1 Sept 2021, Advances in Research, Theory and Practice in Work-integrated Learning: Enhancing Employability for a Sustainable Future. Ferns, S., Rowe, A. & Zegwaard, K. (eds.). 1 ed. New York: Routledge

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Science education: professional learning through reflective practice

  Howitt, C. & Campbell, C., 2021, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 4th ed. Port Melbourne, Victoria: Cambridge University Press, p. 277-292 16 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Science in early childhood - 4th Ed

  Campbell, C. (Editor), Jobling, W. (Editor) & Howitt, C. (Editor), 2021, 4th ed. Victoria, Australia: Cambridge University Press. 317 p.

  Research output: Book/Report › Edited book/Anthology › peer-review

• Science learning through informal experiences

  Howitt, C. & Campbell, C., 2021, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 4th ed. UK: Cambridge University Press, p. 189-201

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Scientific inquiry in the early years

  Howitt, C., 2021, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 4th ed. UK: Cambridge University Press, p. 91-104

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• The place of science in the early years

  Campbell, C. & Howitt, C., 2021, Science in early childhood (4th Ed). Campbell, C., Jobling, W. & Howitt, C. (eds.). 4th ed. Port Melbourne, Victoria: Cambridge University Press, p. 9-17 9 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Understanding how children learn science

  Howitt, C., 3 Aug 2021, The art of teaching primary science. Dawson, V. & Venville, G. (eds.). 2nd ed. Routledge/Taylor & Francis Group, New York, NY, p. 20-35 16 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Using Individualized Photobooks to Enhance 3- and 4-Year-Old Children’s Science Identity Through a Science Outreach Program

  Howitt, C. & Rennie, L. J., 20 May 2021, In: Frontiers in Education. 6, 662471.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Learning Sciences 100%
  • Identity 100%
  • Nonverbal Communication 100%
  • Outreach 100%
  • Outreach Program 100%
  1 Citation (Scopus)
• 2020

  The Children's Engagement Behaviour Framework: describing young children's interaction with science exhibits and its relationship to learning

  Rennie, L. & Howitt, C., 27 Nov 2020, In: International Journal of Science Education, Part B: Communication and Public Engagement. 10, 4, p. 355-375 21 p.

  Research output: Contribution to journal › Article › peer-review

  • Toddlers 100%
  7 Citations (Scopus)

• Young children’s use of an augmented reality sandbox to enhance spatial thinking

  George, R. C., Howitt, C. & Oakley, G., 3 Mar 2020, In: Children's Geographies. 18, 2, p. 209-221 13 p.

  Research output: Contribution to journal › Article › peer-review

  • Cultural Contexts 100%
  • Spatial Ability 100%
  • Augmented Reality 100%
  • Physical Environment 100%
  • Natural Environment 16%
  20 Citations (Scopus)
• 2019

  A collaborative framework for enhancing graduate employability

  Ferns, S., Dawson, V. & Howitt, C., 10 Aug 2019, In: International Journal of Work-integrated Learning. 20, 2, p. 99-111 13 p.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Economic Growth 100%
  • Teaching Staff 100%
  • Thematic Analysis 100%
  • Research Design 100%
  • Personnel 100%
  40 Citations (Scopus)

• Early childhood science

  Howitt, C., Sept 2019, Oxford bibliographies in education. Oxford University Press

  Research output: Chapter in Book/Conference paper › Entry for encyclopedia/dictionary › peer-review

• Embedding Young Children’s Participation Rights into Research: How the Interactive Narrative Approach Enhances Meaningful Participation

  Mayne, F. & Howitt, C., 14 Nov 2019, International Journal of Early Childhood, 51, 3, p. 335–353 19 p.

  Research output: Contribution to specialist publication › Featured article › peer-review

  • Outreach 100%
  • Semi-Structured Interview 100%
  • Research Process 100%
  • Children's Rights 100%
  • Ownership 100%
  5 Citations (Scopus)

• Highlighting the diversity, originality and significance of early childhood research

  Howitt, C., 1 Dec 2019, In: Australasian Journal of Early Childhood. 44, 4, p. 323-325 3 p.

  Research output: Contribution to journal › Editorial › peer-review
• 2018

  A hierarchical model of children’s research participation rights based on information, understanding, voice, and influence

  Mayne, F., Howitt, C. & Rennie, L. J., 3 Sept 2018, In: European Early Childhood Education Research Journal. 26, 5, p. 644-656 13 p.

  Research output: Contribution to journal › Article › peer-review

  • Hierarchical Model 100%
  • Children's Rights 100%
  • Level of Information 50%
  • Research Project 50%
  24 Citations (Scopus)

• Becoming a teaching professional: ethical and legal issues

  Sharplin, E., Howitt, C. & Wake, D. L., 2018, Learning to teach in a new era. Allen, J. & White, S. (eds.). Cambridge: Cambridge University Press, p. 369-413

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Enhancing young children's science identity through pedagogical practices

  Blake, E. & Howitt, C., 2018, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 3 ed. United Kingdom: Cambridge University Press, p. 124-135 12 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Intentional teaching of science

  Howitt, C., 2018, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 3 ed. Victoria: Cambridge University Press, p. 222-234 13 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Kinder partizipativ in Forschung einbezienhen-ein kinderrechtsbasiertes Stufenmodel

  Translated title of the contribution: Children participating in research – a child rights-based hierarchical modelBuker, P., Hupping, B., Mayne, F. E. & Howitt, C. J., 2018, In: Diskers Kindheits-und Jugendforschung. 13, 1, p. 109-114

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File
  323 Downloads (Pure)

• Planning for teaching science in the early years

  Howitt, C., 2018, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 3rd ed. Victoria, p. 209-221 13 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Rights, power and agency in early childhood research design: Developing a rights-based research ethics and participation planning framework

  Mayne, F., Rennie, L. & Howitt, C., 1 Sept 2018, In: Australasian Journal of Early Childhood. 43, 3, p. 4-15 12 p.

  Research output: Contribution to journal › Article › peer-review

  • Children's Rights 100%
  • Research Design 100%
  • Early Childhood Research 100%
  • Research Ethics 100%
  • Ethics 100%
  10 Citations (Scopus)

• Science education professional learning through reflective practice

  Howitt, C. & Campbell, C., 2018, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 3 ed. Victoria: Cambridge University Press, p. 258-271 14 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Science in early childhood - 3rd Ed

  Campbell, C. (Editor), Jobling, W. (Editor) & Howitt, C. (Editor), 2018, 3rd ed. Victoria: Cambridge University Press. 297 p.

  Research output: Book/Report › Edited book/Anthology › peer-review

• STEM practice in the early years

  Campbell, C., Speldewinde, C., Howitt, C. J. & MacDonald, A., 2018, In: Creative Education. 9, 1, p. 11-25 15 p., 81857.

  Research output: Contribution to journal › Article › peer-review

  Open Access

  File

  • Science, Technology, Engineering and Mathematics 100%
  • Kindergarten 37%
  • School Center 25%
  • STEM Education 25%
  • Mathematics 12%
  2414 Downloads (Pure)

• Teacher perceptions of a pilot process for identifying intellectually gifted 6- and 7-year-old children in the classroom

  Slater, E. & Howitt, C., 1 Jun 2018, In: Australasian Journal of Gifted Education. 27, 1, p. 5-20 16 p.

  Research output: Contribution to journal › Review article › peer-review

  • Teacher Perceptions 100%
  • Thematic Analysis 100%
  • Open-Ended Question 100%
  • Subjectivity 100%
  • Teachers' Characteristics 50%
  5 Citations (Scopus)

• The place of science in the early years

  Campbell, C. & Howitt, C., 2018, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 3 ed. Victoria: Cambridge University Press, p. 9-17 9 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• The science learning environment

  Campbell, C., Jobling, W. & Howitt, C., 2018, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 3 ed. VIctoria: Cambridge University Press, p. 157-169 13 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review
• 2017

  Developing effective pedagogical approaches in science outreach programs for young children

  Howitt, C., Blake, E. & Rennie, L., 1 Jan 2017, Preparing informal science educators: Perspectives from science communication and education. Patrick, P. G. (ed.). Switzerland: Springer International Publishing, p. 207-223 17 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

  • Outreach 100%
  • Toddlers 100%
  • Emotional Support 25%
  • Self-beliefs 25%
  8 Citations (Scopus)

• Editorial

  Howitt, C., 1 Sept 2017, In: Australasian Journal of Early Childhood. 42, 3, p. 2-3 2 p.

  Research output: Contribution to journal › Editorial › peer-review

• Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children

  Mayne, F., Howitt, C. & Rennie, L. J., 24 Jan 2017, In: International Journal of Inclusive Education. 21, 3, p. 299-315 16 p.

  Research output: Contribution to journal › Article › peer-review

  • Narrative 100%
  • Informed Consent 100%
  • Guiding Catheter 100%
  • Semistructured Interview 33%
  • Case Study 33%
  17 Citations (Scopus)
• 2015

  Generic skills for graduate accountants: the bigger picture, a social and economic imperative in the new knowledge economy

  Bunney, D., Sharplin, E. & Howitt, C., 2015, In: Higher Education Research & Development. 34, 2, p. 256-269

  Research output: Contribution to journal › Article › peer-review
  56 Citations (Scopus)

• How far have we come in respecting young children in our research?: A meta-analysis of reported early childhood research practice from 2009 to 2012

  Mayne, F. & Howitt, C., 2015, In: Australasian Journal of Early Childhood. 40, 4, p. 30-38

  Research output: Contribution to journal › Article › peer-review

  • Research Practice 100%
  • Early Childhood Research 100%
  • Toddlers 100%
  • Meta-Analysis 100%
  • Children's Rights 20%
  32 Citations (Scopus)

• Implementing a flipped classroom approach in postgraduate education: An unexpected journey into pedagogical redesign

  Howitt, C. & Pegrum, M., 2015, In: Australasian Journal of Educational Technology. 31, 4, p. 458-469

  Research output: Contribution to journal › Article › peer-review

  Open Access

  • Flipped Classroom 100%
  • Postgraduate Courses 100%
  • Online Discussion 50%
  40 Citations (Scopus)

• Meaningful informed consent with young children: Looking forward through an interactive narrative approach

  Mayne, F., Howitt, C. & Rennie, L., 2015, In: Early Child Development and Care. 186, 5, p. 673-687

  Research output: Contribution to journal › Article › peer-review

  • Toddlers 100%
  • Informed Consent 100%
  • Children's Rights 20%
  28 Citations (Scopus)

• Planning for teaching science in the early years

  Howitt, C., 2015, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 2nd ed. Port Melbourne, Victoria: Cambridge University Press, p. 171-187

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• Science in early childhood (2nd Ed)

  Howitt, C. (Editor), Campbell, C. (Editor) & Jobling, W. (Editor), 2015, 2nd ed. Port Melbourne, Victoria: Cambridge University Press. 233 p.

  Research output: Book/Report › Edited book/Anthology › peer-review

• Supporting science understandings through the learning environment

  Campbell, C., Jobling, W. & Howitt, C., 2015, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 2nd ed. Port Melbourne, Victoria: Cambridge University Press, p. 115-130

  Research output: Chapter in Book/Conference paper › Chapter › peer-review

• The place of science in the early years

  Howitt, C. & Campbell, C., 2015, Science in early childhood. Campbell, C., Jobling, W. & Howitt, C. (eds.). 2nd ed. Port Melbourne, Victoria: Cambridge University Press, p. 7 13 p.

  Research output: Chapter in Book/Conference paper › Chapter › peer-review
• 2014

  Reporting of ethics in early childhood journals: A meta-analysis of 10 journals from 2009 to 2012

  Mayne, F. & Howitt, C., 2014, In: Australasian Journal of Early Childhood. 39 , 2, p. 71-79

  Research output: Contribution to journal › Article › peer-review

  • Meta-Analysis 100%
  9 Citations (Scopus)