Dr Hongming Ma
|Location||Gippsland Campus, Room 2s112|
Graduate Certificate in Higher Education - Monash University- 2010
Doctor of Philosophy - Monash University - 2009
Master of Education - Monash University - 2004
Bachelor of Engineering - Southwest Jiaotong University, China - 1995
- Master of Teaching (Primary)
- Bachelor of Education (Primary)
- Understanding and investigating our world (EDF1127)
- Understanding science (EDF1127)
- Learning and educational inquiry (EDF1303)
- Integrating the curriculum 2 - different places (EDF3304)
- Adolescent development and learning (EDF3006)
Hongming is currently a lecturer in the School of Education at FedUni Gippsland campus. Before becoming affiliated with FedUni, she was a lecturer in the Faculty of Education at Monash University for five years. She studied engineering at Southwest Jiaotong University and used to work as a secondary vocational school teacher in China. She completed her Masters and PhD study at Monash University, with both studies in the field of cross-cultural research in science education. Her main research interests are: the nature of science/technology and its role in school science/technology curriculum at different levels; affective learning in science and relevant teacher knowledge; cross-cultural understanding of aforementioned issues. She is currently a member of East-Asian Association for Science Education (EASE). She has taught widely in her role as a lecturer in the Faculty of Education. The units include primary and secondary science, primary technology, schooling and diversity, integrating curriculum, general curriculum and pedagogy, and, professional experience. The diverse body of pre-service teachers she has taught includes on-campus and off-campus, undergraduate and postgraduate, primary and secondary education, regional and metropolitan, local, interstate, and international students.
Areas of expertise
Science teacher education
I'm interested in issues in science education generally. Specifically, I'm interested in Cultural studies in science education (including cross cultural understanding and comparative studies). The nature of science in science education. The affective dimension of science teaching and learning and relevant teacher knowledge (including cognitive and socio-cultural influences). The pedagogy of teaching science/technology and its relationship with other curricular domains.
MA - Exploring the Pedagogical Reasoning of a Physics Teacher Educator (associate supervisor)
Ma, H. (in press). Chinese secondary school science teachers' perceptions of the nature of science and Chinese native knowledge. In M. S. Khine (Ed.), Science Education in East Asia: Pedagogical Innovations and Research-informed Practice. The Netherlands, Springer.
Ma, H. (upcoming). Science teachers' professional knowledge. In R. Gunstone (Ed). Encyclopaedia of science education. The Netherlands: Springer.
Ma, H. (2013). Science teachers' understanding of the college entrance examination in a climate of national curriculum reform in China. In D. Corrigan, J. Dillon, R. Gunstone, & A. Jones (Eds.), Valuing Assessment in Science Education: Pedagogy, Curriculum, Policy (pp.183-205). The Netherlands: Springer.
Ma, H. (2011). Chinese teachers' views of teaching culturally related knowledge in school science. In D. Corrigan, J. Dillon, & R. Gunstone (Eds.), The professional knowledge base of science teaching (pp. 153-171). Heidelberg, New York, & London: Springer.
Refereed journal articles
Ma, H. (2009). Chinese secondary school science teachers' understanding of the nature of science – Emerging from their views of Nature. Research in Science Education, 39 (5), 701-724.
Refereed conference papers
Ma, H. (2013, Sept). Classroom environment and student affective experience in learning science. Paper presented at the biennial meeting of European Science Education Association, Nicosia, Cyprus.
Ma, H. (2013, July). College entrance examination and China's science curriculum reform - Through the eyes of secondary school science teachers. Paper presented at the biennial meeting of East-Asian Association for Science Education, Hong Kong.
Ma, H. (2011, Oct). Using native knowledge to explore science teachers' understanding of the nature of science -A Chinese study. Paper presented at the biennial meeting of East-Asian Association for Science Education, Gwangju, South Korea.
Ma, H., Devos, A., & De Carteret, P. (2009, Nov). Alternative knowledge systems and place-making research. Paper presented at the annual meeting of Australian Association for Research in Education, Canberra.
Ma, H. (2009, July). Chinese teachers' perceptions of the general role of culture in the development of science. Paper presented at the annual meeting of Australasian Science Education Association, Geelong, VIC, Australia.
Ma, H. (2007, July). The image of science and the concept of Nature. A paper presented at the 38th annual conference of the Australasian Science Education Research Association, Fremantle, WA, Australia.
Ma, H. (2004). Chinese teachers' understanding of science and science education: The role of traditional culture. Unpublished Masters Thesis, Faculty of Education, Monash University, Melbourne.
Ma, H. (2005, July). Cultural influences on the image of science portrayed by Chinese secondary school science teachers. A paper presented at the Monash Educational Research Community (MERC) Annual Conference, Monash University, Melbourne, Australia.
- Member of East-Asian Association for Science Education (EASE)
- Member of Australasian Science Education Research Association (ASERA)
- Member of European Science Education Research Association (ESERA)
- Member of Australian Science Teacher Association