School of Education

Dr Hongming Ma

Position: Lecturer
Study area: Education
Location: Gippsland Campus, Room 2s112
Phone: 5122 6761
Email: hongming.ma@federation.edu.au

Qualifications

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

Teaching

Programs

  • Master of Teaching (Primary)
  • Bachelor of Education (Primary)
  • Master of Teaching (Secondary)

Courses

  • Science Education (EDBED2009)
  • Child and youth studies (EDBED1009)
  • Theory & Practice of Learning & Teaching (EDFGC5807)
  • Understanding and investigating our worlds (EDFGC5705)
  • Learning and Teaching 1 (EDMAS6002)
  • Professional Learning Community (EDMAS 6005, 6105, 6205)

Biography

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 education and science teacher education (primary and secondary)

Research interests

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.

Supervision

Present doctoral student

Markus Freiverts (Federation University) - Positive psychology in secondary schools (associate supervisor)

Publications

Books

Ma, H. (2012). The images of science through cultural lenses: A Chinese study. Sense Publishers: Rotterdam, Boston & Taipei.

Book chapters

Ma, H. & Green, M. (2019). From northern China to Hazelwood wetlands: Navigating place and identity through science education. In S. Plowright, M. Green, & N. F. Johnson (Eds), Educational researchers and the regional university: agents of regional-global transformation (pp173-190). London: Springer.

Green, M. & Ma, H. (2018). Transforming teacher education science through an Australian university-school partnership In M. Reardon & J. Leonard (Eds.), Making a Positive Impact in Rural Places: Change Agency in the Context of School-University-Community Collaboration in Education (pp. 285-309). Charlotte, USA: Information Age Publishing.

Ma, H. (2015). 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. (2015). 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. (2018). Influence of the interplay of habitual affective attributes and classroom learning environments on students' situational affective experiences in learning science: The narratives of primary pre-service teachers. Research in Science Education. DOI: 10.1007/s11165-018-9800-1

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.

Conference papers

Green, M. & Ma, H. (July, 2019). Transforming pre-service teacher perceptions of science teaching through place-based partnerships and practice. Paper presented at the annual meeting of Australian Teacher Education Association, Sippy Downs, QLD, Australia.

Ma, H. (2016, August). Exploring science teachers’ use of narrative in teaching. Paper presented at the biennial meeting of East-Asian Association for Science Education, Tokyo.

Ma, H. (2015). 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. (2015). 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.

Associations

  • Member of East-Asian Association for Science Education (EASE)
  • Member of Australasian Science Education Research Association (ASERA)
  • Member of Australian Science Teacher Association (ASTA)