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Staff Profile

Title: Dr David Palmer

Position/s:

Director of the Professional Experience Unit,
Senior Lecturer in Science Education

Faculty/Division: Education and Arts
School: Education
Phone: 02 4921 5715
Fax:02 4921 7916
Email: David.Palmer@newcastle.edu.au
Location: Room HA87Hunter Building
Campus: Callaghan

Biography:

I have a BSc (Hons) from the ANU, and PhD from LaTrobe University. I have taught for many years in schools and have been involved in teacher education since 1992.

Major Accomplishments:

I have taught science education for many years and have written five science resource books for teachers.

Qualifications:

B Science (Hons), PhD, Graduate Diploma Education

Academic Appointments:

Program Convenor for the Bachelor of Teaching / Bachelor of Science (1998-2004)
Director of the Professional Experience Unit (School of Education) (2005 -
Consultancies & Community Service:
NSW Quality Teaching Program academic partner for Kanwal PS (2003/4) and Kotara High School (2004/5).

Courses taught:

Primary science and technology methods courses

Teaching interests:

Science education, particularly primary science and technology

Specific areas of responsibility:

Secondary practicum

Books and Monographs

Books

Palmer, D.H. (1999). Attention Grabbing Science, Book 1. Blake Education, Sydney.
Palmer, D.H. (1999). Attention Grabbing Science, Book 2. Blake Education, Sydney.
Palmer, D.H. (1991). Switched-on Science, Level 1. HBJ Australia, Sydney.
Palmer, D.H. (1991). Switched-on Science, Level 3. HBJ Australia, Sydney
Palmer, D.H. (1990). Switched-on Science, Level 2. HBJ Australia, Sydney.

Refereed Journal Articles

Palmer, D.H. (2005). A technique for modelling the carat of gold. School Science Review, 86(316), 2-3.
Palmer, D.H. (2004). Theory into practice: ideas for arousing student interest in science classes. Teaching Science, 50(2), 51-53.
Palmer, D.H. (2004). Situational interest and the attitudes towards science of primary teacher education students. International Journal of Science Education, 26, 895-908.
Palmer, D.H. (2003). Narrowing student investigations. Science Scope, 27(1), 42-44.
Palmer, D.H. (2003). Modelling the transmission of sound. Science Scope, 26(7), 32.
Palmer, D.H (2003). Investigating the relationship between refutational text and conceptual change. Science Education, 87, 663-684.
Palmer, D.H. (2002). Preservice elementary teachers’ perceptions after visiting an interactive science center. Networks: An On-line Journal for Teacher Research, 5(3), http://www.oise.utoronto.ca/~ctd/networks/journal
Palmer, D.H. (2001). Factors contributing to attitude exchange amongst preservice elementary teachers. Science Education, 86, 1-17.
Palmer, D.H. (2001). Investigating the relationship between students’ multiple conceptions of action and reaction in cases of static equilibrium. Research in Science and Technological Education, 19(2), 193-204.
Palmer, D.H. (2001). Students’ alternative conceptions and scientifically acceptable conceptions about gravity. International Journal of Science Education, 23(7), 691-706.
Palmer D.H. (1999). Exploring the link between students’ scientific and non-scientific conceptions. Science Education, 83(6), 639-653.
Palmer, D.H. (1999). The use of dramatisations to present science concepts. Journal of College Science Teaching, 29(3), 187-190.
Palmer, D.H. (1999). Students’ perceptions of high quality science teaching. Australian Science Teachers Journal, 45(3), 41-44.
Palmer D.H. (1999). Preservice training of science teachers: Using the views of non-science specialists. Networks: An Online Journal of Teacher Research, http://www.oise.utoronto.ca/~ctd/networks/
Palmer, D.H. (1998). Modification of a teaching strategy during its implementation in the classroom. Journal of Science and Mathematics Education in SE Asia, 21(2), 68-77.
Palmer, D.H. (1998). Measuring contextual error in the diagnosis of alternative conceptions in science. Issues in Educational Research, 8(1), 65-76.
Palmer D.H. (1998). Convection demonstration. The Science Teacher, 65(6), 72-75.
Palmer, D.H. (1997). Linking theory and practice: A strategy for presenting primary science activities. School Science Review, 79(286), 73-80.
Palmer, D.H. & Flanagan, R. (1997). Readiness to change the conception that motion-implies-force: A comparison of 12-year-old and 16-year-old students. Science Education, 81(3), 317-331.Palmer, D.H. (1997). Students’ application of an ecological concept to an environmental issue: Observations on the ability to generalise. Journal of Research in Science Teaching, 34(8), 837-850.
Palmer, D.H. (1997). The effect of context on students' reasoning about forces. International Journal of Science Education, 19(6), 681-696.
Palmer, D.H.(1997). Investigating students’ private perceptions of scientists and their work. Research in Science and Technological Education, 15(2), 173-183.
Palmer, D.H. (1996). An exploration of students’ understandings of endangered species. Journal of Science and Mathematics Education in S.E. Asia, 19(2), 32-37.
Palmer, D.H. (1996). Students’ application of a biological concept: Factors affecting consistency. Research in Science Education, 26(4), 409-419.
Palmer, D.H. (1995). The "POE" in the primary school: an evaluation. Research in Science Education, 25(3), 323-332.
Palmer, D.H. (1994). The effect of the direction of the motion on students' conceptions of forces. Research in Science Education, 24, 253-260.
Palmer, D.H. (1993). How consistently do students use their alternative conceptions? Research in Science Education, 23, 228-235.
Palmer, D.H. (1992). Scavenger hunt. Australian Science Teachers Journal, 38(2), 39.

Other Publications

Lawrance, G.A. & D.H. Palmer (2003). Clever Teacher, Clever Sciences: Preparing teachers for the challenge of teaching Science, Mathematics and Technology in 21^st Century Australia. Australian Government, Department of Education, Science and Training. ISBN 0 642 77363 7

Professional Activities:

Conference Presentations

Palmer, D.H (2004, July). Exploring the link between conceptual change and motivation. Paper presented at ASERA 04 the Annual Conference of the Australasian Science Education Research Association (Armidale, NSW).
Palmer D.H. (2003, December) Single-lesson investigations: A strategy for guided inquiry. Paper presented at the Annual Conference of the Science Teachers Association of NSW (Sydney, NSW).
Burns, T. Palmer, D.H., Love, C., & Perris, R. (2003, December). Science shows and presentations for primary schools. Paper presented at the Annual Conference of the Science Teachers Association of NSW (Sydney, NSW).
Palmer, D.H (2002, September) Activity Investigations: A strategy for guided inquiry. Paper presented at CONSTAQ 2002, the Annual conference of the Science Teachers Association of Queensland (Brisbane, Qld).
Palmer (2002, July). A study of science teacher education programs across Australia. Paper presented at ASERA 2002 the Annual Conference of the Australasian Science Education Research Association (Townsville QLD).
Palmer, D.H. (2000, July). Students’ perceptions of high quality science teaching. Paper presented at CONASTA 2000, the Annual Conference of the Australian Science Teachers Association (Perth, WA).
Palmer, D.H. (2000, June). Factors contributing to attitude reversal amongst preservice primary teachers. Paper presented at the Annual Conference of the Australasian Science Education Research Association (Fremantle, WA).
Palmer, D.H. (1998, July). Using dramatisation in the science classroom. Paper presented at CONASTA 47, the Annual Conference of the Australian Science Teachers Association (Darwin).
Palmer, D.H. (1998, July). Exploring the link between students’ scientific and non-scientific conceptions. Paper presented at ASERA 98, the 29th Conference of the Australasian Science Education Research Association (Darwin).
Palmer, D.H. (1997, July). Encouraging students to generalise: The 2-Step technique. Paper presented at the Annual Conference of the Australian Science Teachers Association (Melbourne).
Palmer. D.H. (1996, July). The 2-Step technique for primary science activities: An evaluation. Paper presented at the 27th Conference of the Australasian Science Education Research Association (Canberra).
Palmer, D.H. & Flanagan, R. (1996, July). Readiness to change the conception that "motion-implies-force": A comparison of 12-year-old and 16-year-old students. Paper presented at the 27th Conference of the Australasian Science Education Research Association (Canberra).
Palmer, D.H. (1996, July). A technique for structuring hands-on activities in primary science. Paper presented at the Annual Conference of the Australian Science Teachers Association (Canberra).
Palmer, D.H. (1995, July). Evaluation of a diagnostic technique for primary science. Paper presented at the 25th Annual Conference of the Australian Teacher Education Association, Sydney.
Palmer, D.H. (1995, July). The "POE" in the primary school - An evaluation. Paper presented at the 26th Conference of the Australasian Science Education Research Association (Bendigo).
Palmer, D.H. (1995, September). Using the "POE" as a diagnostic tool for primary science. Paper presented at the Annual Conference of the Australian Science Teachers Association (Brisbane).
Palmer, D.H. (1994, July). The effect of the direction of the motion on students' conceptions of forces. Paper presented at the 25th Conference of the Australasian Science Education Research Association (Hobart).
Palmer, D.H. (1994, November). Students' conceptions of the forces acting on objects in motion. Paper presented at the Conference of the Australian Association for Research in Education (Newcastle).
Palmer, D.H. (1993, July) How consistently do students use their alternative conceptions? Paper presented at the 24th conference of the Australasian Science Education Research Association (Lismore).

Research:

Grants

Palmer, 2005, " Students’ drink-driving misconceptions" RGC, $7,000
Palmer, 2004  " Situational interest in science classes" RGC, $7,000
Palmer, 2003    " Attitude change in science" RGC, $6,000
G. Lawrance & D. Palmer, 2001" Preparing teachers to teach science, mathematics and technology" DETYA, $77,055
Palmer, 2000, " The remediation of students’ alternative  conceptions in science" RMC, $10,000
Palmer,1999, "Students’ reasoning in science" RMC, $7,000
Palmer, 1998, "Testing a new model for describing students understandings of science concepts" Faculty,$1,000
Palmer & Flanagan,1994, "Primary school students’ conceptions of selected science topics " RMC, $5,000
Palmer,1993,Factors affecting the ability of students to consistently generalise a misconception in physics, RMC, $5,000

Faculty of Education and Arts