Stephen Ritchie  from Murdoch University in Perth Australia.
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9360 7535

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S.Ritchie@murdoch.edu.au

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    Professor Stephen Ritchie
    BEd, MAppSc, PhD

    Dean of the School of Education

    About me

    I was the former Dean of the School of Education (2013-2018) and was Acting Provost (March 2015-May 2016) at Murdoch University. As an Emeritus Professor, retired in Sydney, I like to stay in touch with research developments in science education and emotion.  I always have been interested in the complexities of classroom teaching and learning throughout my career. I have led several nationally funded projects that have focused on the emotional engagement of students in science classes and the emotional experiences of beginning science teachers.  I was the Editor-in-Chief (2008-2012) of the internationally ranked research journal: Research in Science Education. My previous academic appointments were at Queensland University of Technology and James Cook University. Before becoming a teacher educator I was a science teacher for 12 years, five of which were as Head of Department.

    Research areas

    Science Education: emotions, engagement, scientific literacy, teacher education, inquiry learning

    Current projects

    Ritchie, S. M., Tomas, L., Bellocchi, A., King, D., & Tobin, K. (2011-2014). Emotional learning in socioscientific issues for enhancement of scientific literacy. ARC Linkage Grant (LP110200368: $200,000)

    Ritchie, S. M., Tobin, K., Bellocchi, A., & King, D. (2012-2014). Eventful learning in quality pre-service science teacher education. ARC Discovery Project (DP120100369: $180,000).

    Volet, S., Ritchie, S., Pino-Pasternak, D., Vauras, M., & Tobin, K. (2015-2017). Advancing future primary teachers’ engagement in science inquiry learning. ARC Discovery Project (DP150101142: $300, 900)

    Awards and grants

    Recent Awards

    CSSE Best Paper 2016:

    Bellocchi, A., Mills, K. A., & Ritchie, S. M. (2016). Emotional experiences of preservice science teachers in online learning: The formation, disruption and maintenance of social bonds. Cultural Studies of Science Education, 11, 629-652.

    Recent ARC Grants

    Ritchie, S. M., Hudson, P., Roth, W-M., & Tobin, K. (2009-2011). Emotional transitions: Exploring professional transitions of science teachers. ARC Discovery Grant (DP0984394: $250,000).

    Ritchie, S. M., Tomas, L., Bellocchi, A., King, D., & Tobin, K. (2011-2014). Emotional learning in socioscientific issues for enhancement of scientific literacy. ARC Linkage Grant (LP110200368: $200,000)

    Ritchie, S. M., Tobin, K., Bellocchi, A., & King, D. (2012-2014). Eventful learning in quality pre-service science teacher education. ARC Discovery Project (DP120100369: $180,000).

    Volet, S., Ritchie, S., Pino-Pasternak, D., Vauras, M., & Tobin, K. (2015-2017). Advancing future primary teachers’ engagement in science inquiry learning. ARC Discovery Project (DP150101142: $300, 900).

    Events and speaking engagements

    Ritchie, S. M. (2014). Eventful learning: Towards a theory that integrates cognition and emotion. Keynote Presentation at CSSE Forum, University of Luxembourg, Luxembourg, June.


    Doctoral and masters supervisions

    Recent HDR Completions

    2009: Alberto Bellocchi (PhD), Donna King (PhD)

    2010: Louisa Tomas (PhD), Annette Kazakoff (EdD)

    2011: Judy Hartnett (EdD).

    2013: Kay Ayre (EdD), Linda Willis (PhD), Paul Browning (PhD), Renzo Bravo (PhD)

    2014: Sonam Rinchen (PhD)

    2016: James Davis (PhD), Jenny Oakley (PhD)

    Publications

    Chapters

    • Ritchie, S., Newlands, J., (2017),Emotional events in learning science,In: Exploring emotions, aesthetics and wellbeing in science education research, Springer, Van Godewijckstraat 30, Dordrecht, Netherlands, 3311 GZ, pages 107 to 119.

    Journals

    • King, D., Ritchie, S., Sandhu, M., Henderson, S., Boland, B., (2017), Temporality of emotion: Antecedent and successive variants of frustration when learning chemistry, Science Education, 101, 4, pages 639 - 672.
    • Ritchie, S., Hudson, P., Bellocchi, A., Henderson, S., King, D., Tobin, K., (2016), Evolution of self-reporting methods for identifying discrete emotions in science classrooms, Cultural Studies of Science Education, 11, 3, pages 577 - 593.
    • Tobin, K., King, D., Henderson, S., Bellocchi, A., Ritchie, S., (2016), Expression of emotions and physiological changes during teaching, Cultural Studies of Science Education, 11, 3, pages 669 - 692.
    • Bellocchi, A., Mills, K., Ritchie, S., (2016), Emotional experiences of preservice science teachers in online learning: the formation, disruption and maintenance of social bonds, Cultural Studies of Science Education, 11, 3, pages 629 - 652.
    • Rinchen, S., Ritchie, S., Bellocchi, A., (2016), Emotional climate of a pre-service science teacher education class in Bhutan, Cultural Studies of Science Education, 11, 3, pages 603 - 628.
    • Tomas, L., Rigano, D., Ritchie, S., (2016), Students' regulation of their emotions in a science classroom, Journal of Research in Science Teaching., 53, 2, pages 234 - 260.
    • Bellocchi, A., King, D., Ritchie, S., (2016), Context-based assessment: creating opportunities for resonance between classroom fields and societal fields, International Journal of Science Education, 38, 8, pages 1304 - 1342.
    • Tomas, L., Ritchie, S., (2015), The Challenge of Evaluating Students' Scientific Literacy in a Writing-to-Learn Context, Research in Science Education, 45, 1, pages 41 - 58.
    • King, D., Ritchie, S., Sandhu, M., Henderson, S., (2015), Emotionally intense science activities, International Journal of Science Education, 37, 12, pages 1886 - 1914.
    • Bellocchi, A., Ritchie, S., (2015), "I Was Proud of Myself That I Didn't Give Up and I Did It": Experiences of Pride and Triumph in Learning Science, Science Education, 99, 4, pages 638 - 668.
    • Mills, K., Unsworth, L., Bellocchi, A., Park, J., Ritchie, S., (2014), Children's emotions and multimodal appraisal of places: Walking with the camera, Australian Journal of Language and Literacy, 37, , pages 171 - 181.
    • Bellocchi, A., Ritchie, S., Tobin, K., King, D., Sandhu, M., Henderson, S., (2014), Emotional climate and high quality learning experiences in science teacher education, Journal of Research in Science Teaching., 51, 10, pages 1301 - 1325.

    Books

    Ritchie, S. M. & Tobin, K. (Eds.). (2018). Eventful learning. Learner emotions. Leiden, The Netherlands: Brill Sense.

    Ritchie, S. M. (Ed.). (2009). The world of science education: Handbook of research in Australasia. Rotterdam, The Netherlands: Sense Publishers.

    Ritchie, S. M. (Ed.). (2007). Research collaboration: Relationships and praxis. Rotterdam, The Netherlands: Sense Publishers.

    Aubusson, P., Harrison, A., Ritchie, S. (Eds.) (2006).  Metaphor and analogy in science education.  Dordrecht, The Netherlands: Springer Press.

    Roth, W-M., Tobin, K., & Ritchie, S. (2001).  Re/Constructing elementary science.  New York: Peter Lang Publishers.

    Guest Editor: Cultural Studies of Science Education (Springer Press), Volume 4, Issue 3, 2009, Special Issue: History of ASERA.

    Guest Co-Editor (Stephen M. Ritchie & Kenneth Tobin): Cultural Studies of Science Education(Springer Press), Volume 11, Issue 3, 2016, Special Issue: Researching Emotions in Science Education.

     

    Selected Book Chapters

    Ritchie, S. M. (2018). Events in learning science. In S. M. Ritchie & K. Tobin (Eds.), Eventful learning. Learner emotions (pp. 1-8). Leiden, The Netherlands: Brill Sense.

    Ritchie, S. M., & Beers Newlands, J. (2016). Emotional events in learning science. In A. Bellocchi, C. Quigley, & K., Otrel-Cass (Eds.), Exploring emotions, aesthetics and wellbeing in science education research (pp. 107-119). Dordrecht, The Netherlands: Springer.

    Ritchie, S. M. (2015). Emotion and the teaching and learning of science. In R. Gunstone (Ed.), Encyclopedia of Science Education (pp. 366-388). Dordrecht, The Netherlands: Springer.

    Ritchie, S. M., & Tomas, L. (2013). Designing an innovative approach to engage students in learning science. The evolving case of hybridized writing. In L. V. Shavinina (Ed.), The Routledge international handbook of innovative education (pp. 385-395). Oxford, UK: Routledge.

    Ritchie, S. M., & Tomas, L. (2012). Hybridized writing for scientific literacy: Pedagogy and evidence. In R. M. Gillies (Ed.), Pedagogy: New developments in the learning sciences (pp. 213-226). Hauppauge, NY: Nova Science Publishers.

    Ritchie, S. M. (2012). Leading the transformation of learning and praxis in science classrooms. In B. J. Fraser, K. Tobin, & C. J. McRobbie, (Eds). The second international handbook of research in science education (pp. 839-849). Dordrecht, The Netherlands: Springer Press.

    King, D., & Ritchie, S. M. (2012). Learning science through real-world contexts. In B. J. Fraser, K. Tobin, & C. J. McRobbie, (Eds). The second international handbook of research in science education (pp. 69-79). Dordrecht, The Netherlands: Springer Press.

    Ritchie, S. M. (2009). Australasian science education research. In S. M. Ritchie (Ed.), The world of science education: Handbook of research in Australasia (pp. 1-6). Rotterdam, The Netherlands: Sense Publishers.

    Ritchie, S. M., & Hudson, P. (2009). Science teacher leadership for transforming the curriculum and classroom practice. In S. M. Ritchie (Ed.), The world of science education: Handbook of research in Australasia (pp. 273-283). Rotterdam, The Netherlands: Sense Publishers.

    Selected Refereed Articles

    Ritchie, S.M., Hudson, P., Bellocchi, A., Henderson, S., King, D., & Tobin, K. (2016). Evolution of self-reporting methods for identifying discrete emotions in science classrooms. Cultural Studies of Science Education, 11, 577-593.

    Bellocchi, A., King, D. T., & Ritchie, S. M. (2016). Context-based assessment: creating opportunities for resonance between classroom fields and societal fields. International Journal of Science Education, 38, 1304-1342.

    Tomas, L., Rigano, D., & Ritchie, S. M. (2016). Students’ regulation of their emotions in a science classroom. Journal of Research in Science Teaching, 53, 234-260.

    Bellocchi, A., & Ritchie, S. M. (2015). “I was proud of myself that I didn’t give up and I did it”: Experiences of pride and triumph in learning science. Science Education, 99, 638-668.

    King, D., Ritchie, S., Henderson, S., & Sandhu, M. (2015). Emotionally intense science activities. International Journal of Science Education, 37, 1886-1914.

    Tomas, L., & Ritchie, S. M. (2015). The challenge of evaluating students’ scientific literacy in a writing-to-learn context. Research in Science Education, 45, 41-58.

    Bellocchi, A., Ritchie, S. M., Tobin, K., King, D., Sandhu, M., & Henderson, S. (2014). Emotional climate and high quality learning experiences in science teacher education. Journal of Research in Science Teaching, 51, 1301-1325.

    King, D., & Ritchie, S. M. (2013). Academic success in context-based chemistry: Demonstrating fluid transition between concepts and context. International Journal of Science Education, 35, 1159-1182.

    Ritchie, S. M., Tobin, K., Sandhu, M., Sandhu, S., Henderson, S., & Roth W-M. (2013). Emotional arousal of beginning physics teachers during extended experimental investigations. Journal of Research in Science Teaching, 50, 137-161.

    Tobin, K., Ritchie, S. M., Hudson, P., Oakley, J., & Mergard, V. (2013). Relationships between emotional climate and the fluency of classroom interactions. Learning Environments Research, 16, 71-89.

    Tobin, K., & Ritchie, S. M. (2012). Multi-method, multi-theoretical, multi-level research in the learning sciences. The Asia-Pacific Education Researcher, 21, 117-129.

    Tomas, L., & Ritchie, S. M. (2012). Positive emotional responses to hybridized writing about a socio-scientific issue. Research in Science Education, 42, 25-49.

    Bellocchi, A., & Ritchie, S. M. (2011). Investigating and theorizing discourse during analogy writing in chemistry. Journal of Research in Science Teaching, 48, 771-792.

    Tomas, L.,  Ritchie, S. M., & Tones, M. J. (2011).  Attitudinal impact of hybridized writing about a socioscientific issue. Journal of Research in Science Teaching, 48, 878-900.

    Ritchie, S. M., Tobin, K., Hudson, P., Roth, W-M., & Mergard, V. (2011). Reproducing successful rituals in bad times: Exploring emotional interactions of a new science teacher. Science Education, 95, 745-765.

    Roth, W-M., Ritchie, S. M., Hudson, P., & Mergard, V. (2011). A study of laughter in science lessons. Journal of Research in Science Teaching, 48, 437-458

    Ritchie, S. M., Tomas, L., & Tones, M. (2011). Writing stories to enhance scientific literacy. International Journal of Science Education. 33, 685-707.

    Ritchie, S. M. (2009). ASERA: an uncontroversial evolution. Cultural Studies of Science Education, 4(3), 259-262.

    White, R., Gardner, P., Carr, M., Jones, A., Appleton, K., Fleer, M., Redman, C., Dawson, V., Chang, W-H., & Ritchie, S. M. (2009).  ASERA: brief histor(y/ies). Cultural Studies of Science Education, 4(3), 263-301.

    King, D., Bellocchi, A., & Ritchie, S. M. (2008). Making connections: Learning and teaching chemistry in context. Research in Science Education, 38, 365-384.

    Roth, W.-M., Tobin, K., Ritchie, S. M. (2008). Time and temporality as mediators of science learning. Science Education, 92, 115-140.

    Ritchie, S. M., Rigano, D. L., & Duane, A. (2008). Writing an ecological mystery in class: Merging genres and learning science. International Journal of Science Education, 30 (2), 143-166.

    Ritchie, S. M., & Rigano, D. L. (2007). Solidarity through collaborative research. International Journal of Qualitative Studies in Education, 20 (2), 129-150.

    Ritchie, S. M., Tobin, K., Roth, W.-M., & Carambo, C. (2007). Transforming an academy through the enactment of collective curriculum leadership. Journal of Curriculum Studies, 39 (2), 151-175.

    Ritchie, S. M., Mackay, G., & Rigano, D. L. (2006). Individual and collective leadership in school science departments. Research in Science Education, 36 (3), 141-161.

    Ritchie, S. M., & Rigano, D. L. (2002).  Discourses about a teacher’s self-initiated change in praxis: Storylines of care and support.  International Journal of Science Education, 24(10), 1079-1094.

    Ritchie, S.M., & Rigano, D.L. (2001).  Researcher-participant positioning in classroom research.  International Journal of Qualitative Studies in Education, 14(6), 741-756.

    Ritchie, S.M., & Tobin, K. (2001).  Actions and discourses for transformative understanding in a middle school science class.  International Journal of Science Education, 23(3), 283-299.

    Ritchie, S.M., Rigano, D.L., & Lowry, R.J. (2000).  Shifting power relations in “the getting of wisdom”.  Teaching and Teacher Education, 26(2), 165-177.

    Ritchie, S.M. (1999).  The craft of intervention: the construction of a teacher’s personal practical theory for science learning and teaching during teacher-student interactions.  Science Education, 83, 213-231.

    Ritchie, S.M., Tobin, K., & Hook, K. (1997). Teaching referents and the warrants used to test the viability of students’ mental models: Is there a link? Journal of Research in Science Teaching, 34(3), 223-238.

    Ritchie, S.M., & Rigano, D.L. (1996). Laboratory apprenticeship through a student research project. Journal of Research in Science Teaching, 33(7), 799-815.

    Ritchie, S. M. (1994). Metaphor as a tool for constructivist science teaching. International Journal of Science Education, 16(3), 293-303.