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Helen Georgiou
Helen Georgiou
University of Wollongong, University of sydney
Verified email at uow.edu.au
Title
Cited by
Cited by
Year
Does using active learning in thermodynamics lectures improve students’ conceptual understanding and learning experiences?
H Georgiou, MD Sharma
European Journal of Physics 36 (1), 015020, 2014
632014
Recovering Knowledge for Science Education Research: Exploring the “Icarus Effect” in Student Work
H Georgiou, K Maton, M Sharma
Canadian Journal of Science, Mathematics and Technology Education 14 (3 …, 2014
632014
UNIVERSITY STUDENTS’UNDERSTANDING OF THERMAL PHYSICS IN EVERYDAY CONTEXTS
H Georgiou, MD Sharma
International Journal of Science and Mathematics Education 10 (5), 1119-1142, 2012
372012
Putting physics knowledge in the hot seat: The semantics of student understandings of thermodynamics
H Georgiou
Knowledge-building: Educational studies in Legitimation Code Theory, London …, 2014
362014
Assessing multimodal literacies in science: semiotic and practical insights from pre-service teacher education
P Jones, A Turney, H Georgiou, W Nielsen
Language and Education 34 (2), 153-172, 2020
232020
Peer review of teaching: What features matter? A case study within STEM faculties
H Georgiou, M Sharma, A Ling
Innovations in Education and Teaching International, 2017
212017
Digital Explanation as Assessment in University Science
W Nielsen, H Georgiou, P Jones, A Turney
Research in Science Education, 1-28, 2018
202018
A report on a preliminary diagnostic for identifying thermal physics conceptions of tertiary students
H Georgiou, MD Sharma
International Journal of Innovation in Science and Mathematics Education 18 …, 2010
192010
‘It’s hard to grow when you’re stuck on your own’: enhancing teaching through a peer observation and review of teaching program
GD Hendry, H Georgiou, H Lloyd, V Tzioumis, S Herkes, MD Sharma
International Journal for Academic Development, 1-15, 2020
142020
Characterising Communication of Scientific Concepts in Student-Generated Digital Products
H Georgiou
Education Sciences 10 (1), 18, 2020
82020
Doing Positive Work: On student understanding of thermodynamics
H Georgiou
University of Sydney, 2013
82013
University students’ conceptions about familiar thermodynamic processes and the implications for instruction
H Georgiou, M Sharma, J O’Byrne, I Sefton, B McInnes
Proceedings of The Australian Conference on Science and Mathematics …, 2012
82012
Science in your pocket: Leaving high school students to their own'devices' while designing an inquiry-based investigation
T Gordon, H Georgiou, S Cornish, M Sharma
Teaching Science 65 (1), 17, 2019
62019
Working with multiple representations: preservice teachers’ decision-making to produce a digital explanation
W Nielsen, A Turney, H Georgiou, P Jones
Learning: Research and Practice 6 (1), 51-69, 2020
52020
Shifting Towards Inquiry-Orientated Learning in a High School Outreach Program
T Gordon, MD Sharma, H Georgiou, M Hill
International Journal of Innovation in Science and Mathematics Education …, 2016
52016
More active lecture approaches in science and mathematics: Using expert cultural capital to drive change
MD Sharma, H Georgiou
Report submitted to the Australian Government Office for Learning and …, 2016
52016
Learning Science through Generating Multimodal Digital Explanations: Contributions to Multimodality in Educational Practice
W Nielsen, P Jones, H Georgiou, A Turney, M Macken-Horarik
Multimodality: Disciplinary Thoughts and the Challenge of Diversity, 247, 2019
42019
Analysing student-generated digital media in science
H Georgiou, W Nielsen, Y Doran, A Turney, P Jones
Proceedings of The Australian Conference on Science and Mathematics …, 2017
42017
An exploration of tertiary students’ conceptions of familiar thermodynamics processes
H Georgiou
Unpublished honours dissertation). The University of Sydney, Sydney, Australia, 2009
42009
Preparing for Teaching Digital Literacies in the Curriculum Disciplines: Meta-semiotic Knowledge and Pedagogy
P Jones, A Turney, W Nielsen, H Georgiou
Multimodal Literacies Across Digital Learning Contexts, 187-213, 2021
32021
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