SCREN publications

For more information about the following publications please contact the respective corresponding authors.


  • Crowther, G.J., McFadden, T., Fleming, J.S. & Davis, K. (2016). Leveraging the power of music to improve science. International Journal of Science Education. Prepublished online: 18 January 2016. DOI: 10.1080/09500693.2015.1126001


  • Chetty, K., Devadas, V., & Fleming, J.S. (2015). The framing of climate change in New Zealand newspapers from June 2009 to June 2010. Journal of the Royal Society of New Zealand. Prepublished online: 20 February 2015. doi: 10.1080/03036758.2014.996234.
  • Gondwe, M. & Longnecker, N. (2015). Scientific and cultural knowledge in intercultural science education: Student perceptions of common ground. Research in Science Education, 45(1): 117- 147. DOI: 10.1007/s11165-014-9416-z
  • Gondwe, M. & Longnecker, N. (2015). Objects as stimulus for elucidating assumptions of cultural and scientific knowledge. Science, Technology and Human Values. Prepublished online. DOI: 10.1177/0162243915577452
  • Li, R. & Orthia, L.A. (2015). Communicating the nature of science through The Big Bang Theory: Evidence from a focus group study. International Journal of Science Education Part B: Communication and Public Engagement. Accepted for publication: February 2015. doi: 10.1080/21548455.2015.1020906.
  • McKinnon, M., Orthia L.A., Grant, W.J. & Lamberts, R. (2015). Real-world assessment as an integral component of an undergraduate science communication program. International Journal of Innovation in Science and Mathematics Education, 22(5): 1-13.
  • McKinnon, M. & Perera, S. (2015). The big picture: Pre-service teachers' perceptions of 'expert' science teachers. Teaching Science, 61(4): 32-45.
  • Symon, V., Heydon, S., Medlicott, N.J., Kieser, J. & Fleming, J.S. (2015). Before CSI: Making the Case for a Novel Portrayal of Forensic Science. International Journal of Science & Society, 6(3-4): 7-15.


  • Bryant, C. (2014). Science Circus. In R. Gunstone (Ed.) Encyclopedia of Science Education. Springer Link.
  • Cormick, C. & Romanach, L. (2014). Segmentation studies provide insights to understanding attitudes towards science. Trends in Biotechnology, 32(3): 114-116.
  • Cormick, C. (2014). Social research into public attitudes towards new technologies. Journal for Consumer Protection and Food Safety, 9(1): 39-45.
  • Cormick, C. & Hunter, S. (2014). Valuing values: Better public engagement on nanotechnology demands understanding of diversity of public. NanoEthics, 8: 57-71.
  • Dobos, A.R., Orthia, L.A. & Lamberts, R. (2014). Does a picture tell a thousand words? The uses of digitally produced, multimodal pictures for communicating information about Alzheimer’s disease. Public Understanding of Science. Prepublished online 27 May 2014. doi: 10.1177/0963662514533623.
  • Donkers, M. & Orthia, L.A. (2014). Popular theatre for science engagement: Audience engagement with human cloning following a production of Caryl Churchill’s A Number. International Journal of Science Education Part B: Communication and Public Engagement. Prepublished online 12 August 2014. doi: 10.1080/21548455.2014.947349.
  • Elliott, J., Bailey, L. & Longnecker, N. (2014). Interactive science theatre: Communicating science to new audiences. 13th International Public Communication of Science and Technology Conference: Salvador, May 2014.
  • Fleming, J.S. (2014). The emergence of science communication in New Zealand. 13th International Public Communication of Science and Technology Conference: Salvador, May 2014.    
  • Fletcher, J., Salter, Z. & Longnecker, N. (2014). Impacts of Student Participation in a Teachwild Marine Debris Citizen Science Program. American Evaluation Association Conference: Denver, October 2014.
  • Fletcher, J., Salter, Z. & Longnecker, N. (2014). Not just a load of rubbish: A marine debris citizen program’s impact on school teachers. 13th International Public Communication of Science and Technology Conference: Salvador, May 2014.
  • Gondwe, M. & Longnecker, N. (2014). Stimulating discussions on young peoples’ beliefs about scientific and cultural knowledge using objects. 13th International Public Communication of Science and Technology Conference: Salvador, May 2014.
  • Longnecker, N. (2014). Observations of PCST2014. Journal of Communication, 13(03): R04.
  • Longnecker, N. & Gondwe, M. (2014). Graduate degree programmes in science communication: Educating and training science communicators to work with communities. In L.T.W. Hin & R. Subramaniam (Eds.) Communicating Science to the Public: Opportunities and Challenges for the Asia-Pacific Region (pp.141-160). Netherlands: Springer.
  • Longnecker, N., Gondwe, M. & Elliott, J. (2014). A national approach to evaluation of Inspiring Australia’s science engagement activities. American Evaluation Association Conference: Denver, October 2014.
  • Longnecker, N., Gondwe, M. & Elliott, J. (2014). Better ways to determine impact of science outreach to help define and guide best practice. 3th International Public Communication of Science and Technology Conference: Salvador, May 2014.
  • McGillion, C. & McKinnon, M. (2014). Participatory theatre as a science communication tool in Timor Leste. Science Communication, 36(4): 502-510.
  • McKinnon, M. & Lamberts, R. (2014). Influencing science teaching self-efficacy beliefs of primary school teachers: A longitudinal case study, International Journal of Science Education Part B, 4(2): 172-194.
  • McKinnon, M., Moussa-Inaty, J. & Barza, L. (2014). Science teaching self-efficacy of culturally foreign teachers: A baseline study in Abu Dhabi. International Journal of Educational Research, 66: 78 - 89.
  • Odlin, S. & Fleming, J.S. (2014). Using Automata to Teach Science Concepts in Technology Education. International Journal of Science in Society 5(3): 13-28.
  • Orthia, L.A. (2014). Science Fiction. In R. Gunstone (Ed.) Encyclopedia of Science Education. Springer Link.
  • Palmer, S.E. & Schibeci, R.A. (2014). What conceptions of science communication are espoused by science research funding bodies? Public Understanding of Science, 23(5): 511-527.
  • Pegrum, M., Longnecker, N. & Bartle. E. (2014). Can Creative Podcasting Promote Deep Learning? British Journal of Educational Technology. doi:10.1111/bjet.12133.
  • Perera, S. (2014). Is post-compulsory science a study option for everyone? Findings from an innovative science programme for young humanitarian immigrants in Australia. 4th World Conference on Science and Technology Education: Borneo, September/October 2013.
  • Rennie, L. J. (2014). Learning science outside of school. In N. G. Lederman & S. K. Abell (Eds.), Handbook of Research on Science Education (Volume 2, pp. 120-144). New York: Taylor & Francis.
  • Stocklmayer, S.M. (2014). Science Communication. In R. Gunstone (Ed.) Encyclopedia of Science Education. Springer Link
  • Sullivan, M. & Longnecker, N. (2014). Creating a Community of Learners: Class Blogs as a Teaching Tool to Promote Writing and Student Interaction. Australasian Journal for Education Technology, 30(4): 390- 401.


  • Abecasis, R., Longnecker, N., Schmidt, L. & Clifton. J. (2013). Implications of community and stakeholder perceptions of the marine environment and its conservation for MPA management in a Azorean island. Ocean and Coastal Management, 84: 208-219.
  • Abecasis, R., Longnecker, N., Schmidt, L. & Clifton. J. (2013). Marine conservation in remote island settings: establishment of marine protected areas in the Azores and stakeholder perceptions. Marine Policy, 40: 1-9.
  • Barnard, K. & McKinnon, M (2013). Partnering to build capacity in Indonesian science centers, Dimensions, 15 (4): 42-47.
  • Gilbert, J.K. & Stocklmayer, S.M. (Eds.) (2013). Communication and engagement with science and technology: Issues and dilemmas. New York: Routledge.
  • Li, R. & Orthia, L.A. (2013). Are people inspired by The Big Bang Theory to find out more about science? Results from focus group-based audience research. 4th Annual Popular Culture Association of Australia and New Zealand Conference: Brisbane, June 2013.
  • Longnecker, N. & Jane, D. (2013). Building the Future: the Sciences and Engineering. In J. Gregory (Ed.) Seeking Wisdom, A Centenary History of The University of Western Australia (pp. 321-351). Perth: UWA Publishing.
  • McKinnon, M., Barza, L. & Moussa-Inaty, J. (2013). Public versus private education in primary science: The case of Abu Dhabi schools. International Journal of Educational Research, 62: 51-61.
  • Orthia, L.A. (2013). Savages, science, stagism and the naturalized ascendancy of the Not-We in Doctor Who. In L.Orthia (Ed.) Doctor Who and Race (pp. 269-287). Bristol: Intellect.
  • Salmon, R.A. (2013). Is climate science gendered? A reflection by a female climate scientist. Women’s Studies Journal, 27: 49-55.
  • Shadbolt, N.A., Parker, M.A. & Orthia, L.A. (2013). Communicating endometriosis with young women to decrease diagnosis time. Health Promotion Journal of Australia, 24(2): 151-154.
  • Thomas, J., Raynor, M. & McKinnon, M. (2013). Academic integrity and oral examination: An Arabian Gulf perspective. Innovations in Education and Teaching International, 51(5): 533-543.
  • Venville, G., Rennie, L., Hanbury, C. & Longnecker, N. (2013). Scientists reflect on why they chose to study science. Research in Science Education, 43(6): 2207-2233.


  • Cormick, C. (2012). Ten Big Questions on Public Engagement on Science and Technology: Observation from a Rocky Boat in the Upstream and Downstream of Engagement. International Journal of Deliberative Mechanisms in Science, 1(1): 35-50.
  • Cormick, C. (2012). The Complexity of Public Engagement. Nature Nanotechnology, 7: 77-78.
  • McClafferty, T. P. & Rennie, L. J. (2012). Look and learn: Young children’s behaviour at an interactive exhibit. In E. Davidsson & A. Jakobsson (Eds.), Understanding interactions at science centers and museums - Approaching sociocultural perspectives (pp. 129-145). Rotterdam, The Netherlands: Sense Publishers.
  • Orthia, L.A., Dobos, A.R., Guy, T., Kan, S.Z., Keys, S.E., Nekvapil, S. & Ngu, D.H.Y. (2012). How do people think about the science they encounter in fiction? Science students investigate using The Simpsons. International Journal of Science Education Part B, 2(2): 149-174.
  • Rifkin, W., Longnecker, N., Leach, J. & Davis, L. (2012). Assigning students to publish on the web: Examples, hurdles, and needs. Journal of the NUS Teaching Academy, 2(2): 79-94.
  • Stocklmayer, S.M. & Bryant, C. (2012). Science and the Public-What should people know? International Journal of Science Education Part B, 2(1): 81-101.
  • Venville, G., Blair, D., Coward, D., Deshon, F., Gargano, M., Gondwe, M., Heary, A., Longnecker, N., Pitts. M. & Zadnik, M. (2012). Research Informed Science Enrichment Programs at the Gravity Discovery Centre.Teaching Science, 58(1): 33-39.


  • Bartle, E., Longnecker, N. & Pegrum, M. (2011). Collaboration, Contextualisation and Communication Using New Media: Introducing Podcasting into an Undergraduate Chemistry Class. International Journal of Innovation in Science and Mathematics Education, 19(1): 16-28.
  • Coward, D.M, Heary, A., Venville, G., Todd, M., Laas-Bourez, M., Zadnik, M., Klotz, A., Boer, M. & Longnecker, N. (2011). The Zadko telescope: A resource for science education enrichment. Advances in Space Research, 47(11): 1922- 1930.
  • Eckersley, R., Stocklmayer, S. & Perera, S. (2011). Developing an evidence base for science engagement in Australia - Expert working group recommendations report. Canberra: Department of Innovation, Industry, Science and Research, Commonwealth of Australia. Online.
  • Fleming, J.S., Gibson, R., Harris, B., Morgan, S., Noble, A., Wirz-Justice, A., Trubridge, S. & Gander, P. (2011). The Waking Incubator: Exploring the interfaces between the performing arts and the science of sleep. International Journal of Science & Society, 2(3): 291-308.
  • Odlin, S. & Fleming, J.S. (2011). Envisioning Science: Marie Curie’s Journey from Poland to Paris. New Zealnd Science Review, 68: 83-86.
  • Odlin, S. & Fleming, J.S. (2011). Manya’s Legacy - Celebrating the Centenary of Marie Curie’s Nobel Prize in Chemistry. New Zealnd Biosciences Magazine, 20(2): 10-16.
  • Oey, I., Khrisanapant, P.E. & Fleming, J.S. (2011). Influencing consumer perception and choice related to food and health. Centennial Conference of the Department of Home Science: Dunedin, February 2011.
  • Orthia, L.A. (2011). Antirationalist critique or fifth column of scientism? Challenges from Doctor Who to the mad scientist trope. Public Understanding of Science, 20(4): 525-542.
  • Orthia, L.A. (2011). Cross-dressing blokes can't reason; man-hating chicks can't weld: The gender politics of incompetent scientist characters in Doctor Who. PopCAANZ 2nd Annual International Conference: Auckland, June/July 2011.
  • Orthia, L.A. (2011). Paradise is a little too green for me: Discourses of environmental disaster in Doctor Who 1963-2010. Colloquy 21.
  • Perera, S. (2011). Science teachers from non-Western backgrounds challenged by Western science: A whole other ball game. The International Journal of Science in Society, 2(2): 11-22.
  • Perera, S. (2011). Serving up the Pierian Waters: A role for science communication in formal science education. 42nd Annual Australasian Science Education Research Association Conference: Adelaide, June/July 2011.
  • Salmon, R.A., Carlson, D.J., Zicus, S., Pauls, M., Baeseman, J., Sparrow, E.B., Edwards, K., Almeida, M.H., Huffman, L.T., Kolset, T., Malherbe, R.J.H., McCaffrey, M.S., Munro, N.A.L., de Pomereu, J., Provencher, J., Rahman-Sinclair, K.A. & Raymond, M., (2011). Education, outreach and communication during the International Polar Year 2007–2008: Stimulating a global polar community. The Polar Journal, 1: 265-285.
  • Salter, Z., Venville, G. & Longnecker, N. (2011). An Australian Story: School sustainability education in the lucky country. Australian Journal of Environmental Education, 27(1): 149-159.
  • Stocklmayer, S.M., Durant I. & Cerini B. (2011). Giving mothers a voice: Towards home involvement in high school science. International Journal of Science Education Part B, 1(1): 23-46.
  • O’Regan, S.V. & Fleming, J. (2011). The guts of it. New Zealand Life & Leisure, 37: 65-66.


  • Cormick, C. (2010). Challenges of Community Engagement. NanoEthics, 4(3): 229-231.
  • Edmonston, J., Dawson, V. & Schibeci, R. (2010). Are Biotechnology Students at an Australian University Prepared to Communicate? International Journal of Science and Mathematics Education, 8(1): 1091-1108.
  • Edmonston, J., Dawson, V. & Schibeci, R. (2010). Undergraduate Biotechnology Students’ Views of Science Communication. International Journal of Science Education, 32(18): 2451-2474.
  • Fleming, J.S. (2010). Training new science communicators at OtagoThe Asia Pacific Network of Science & Technology Centres Conference: Dunedin, March 2010.
  • Grant, W.J., Moon, B.R. & Busby Grant, J. (2010). Digital Dialogue? Australian Politicians' use of the Social Network Tool Twitter. Australian Journal of Political Science, 45(4): 579-604.
  • Ha, J.F. & Longnecker, N.(2010). Doctor-Patient Communication: A Review. The Oschner Journal, 10(1): 38-43.
  • Longnecker, N. (2010). Science in Australia. In S. Priest (Ed.), Encyclopedia of Science and Technology Communication. Sage Publications.
  • McKinnon, M. (2010). Motivator, Supporter, Trainer: Science Centres and their Role with Primary School Teachers. 11th Annual Public Communication of Science and Technology Conference: New Delhi, December 2010.
  • Orthia, L.A. (2010). Paradise is a little too green for me: Discourses of environmental disaster in Doctor Who, 1963-present. Conference - Changing the Climate: Utopia, Dystopia and Catastrophe: Melbourne, August/September 2010.
  • Orthia, L.A. (2010). The ginger temp's deficient brain: Doctor Who and public engagement with science. 68th World Science Fiction Convention - Aussiecon4: Melbourne, September 2010.
  • Perera, S. & Stocklmayer, S. (2010). A Constructivist framework for a model of short-term professional development for science teachers (Poster). 3rd World Conference on Science and Technology Education: Tartu, June/July 2010.
  • Rennie, L. J., Evans, R. S., Mayne, F. E. & Rennie, S. J. (2010). Factors affecting the use and outcomes of interactive science exhibits in community settings. Visitor Studies, 13(2): 222-237.
  • Rifkin, W., Longnecker, N., Leach, J., Davis, L. & Orthia, L. (2010). Students publishing in new media: Eight hypotheses - a house of cards? International Journal of Innovation in Science and Mathematics Education, 18(1): 43-54.
  • Stocklmayer, S.M. (2010). Teaching direct current using a field model. International Journal of Science Education, 32(13): 1801-1828.
  • Stocklmayer, S.M., Rennie L.J. & Gilbert J.K. (2010). The roles of the formal and informal sectors in the provision of effective science education. Studies in Science Education, 46(1): 1-44.
  • Venville, G., Oliver, M., Longnecker, N. & Rennie, L. (2010). Selecting Science Subjects: Why Students Do, Why They Can’t! Teaching Science, 56(3): 19- 26.


  • Cormick, C. (2009). Piecing Together the Elephant: Public Engagement on Nanotechnology Challenges. Science and Engineering Ethics, 15(1): 81-96.
  • Cormick, C. (2009). Why Do We Need to Know What the Public Thinks about Nanotechnology? NanoEthics, 3 (2): 167-173.
  • Fleming, J.S. (2009). Talking with barmaids: The importance of science communication in today’s changing world. International Journal of Science & Society, 1(1): 32-38.
  • Perera, S. (2009). Challenges for English medium instruction in Sri Lanka. Dimensions: Issue July/August 2009: 11-16.
  • Perera, S. (2009). Effective science communication practices and simple hands-on activities: Two important elements of teacher professional development. 6th International Conference on Hands-on Science: Ahmedabad, October 2009.
  • Rennie, L. J. (2009). Out-of-school learning in science: Science museums and field trips. In S. M. Ritchie (Ed.), The world of science education: Handbook of research in Australasia (pp. 163-182). Rotterdam: Sense Publishers.
  • Rifkin, W., Longnecker, N., Leach, J., Davis, L. & Orthia, L. (2009). Motivate students by having them publish in new media: an invitation to science lecturers to share and test. 2009 UniServe Science Conference: Sydney, October 2009.
  • Searle, S. & Bryant, C. (2009). Why students choose to study for a forestry degree and implicaions for the forestry profession. Australian Forestry, 72(2): 71-79.


  • Fleming, J.S. (2008). Who you gonna call? Communicating Science in New Zealand. New Zealand Science Review, 64(3-4): 75-76.
  • Harwood, J. & Schibeci, R. (2008). Community participation in Australian science and technology policy: The case of nanotechnology. Prometheus, 26: 153-163.
  • Mulder, H.A.J., Longnecker, N. & Davis, L.S. (2008). The State of Science Communication Programs at Universities around the World. Science Communication, 30(2): 277-287.
  • Schibeci, R. & Harwood, J. (2008). Turf Wars: Science Communication in Australian Science and Technology Degrees? The International Journal of Interdisciplinary Social Sciences, 3(6): 87-94.


  • Cormick, C. (2007). Public Attitudes towards GM crops and food, Agricultural Science, 21(2): 24-30.
  • Perera, S., Stocklmayer, S. & Gore, M. (2007). Linking Teachers' Knowledge for Professional Empowerment. CONASTA 56 and ICASE 2007 World Conference on Science and Technology Education: Perth, July 2007.
  • Rennie, L. J. & Johnston, D. J. (2007). Research on learning from museums. In J. H. Falk, L. D. Dierking, & S. Foutz (Eds.), In principle - in practice (pp. 57-73). California: AltaMira Press Books.
  • Rennie, L. J. & Johnston, D. J. (2007). Visitors’ perceptions of changes in their thinking about science and technology following a visit to a science center. Visitor Studies, 10: 168-177.
  • Schibeci, R. & Harwood, J. (2007). Stimulating authentic community involvement in biotechnology policy in Australia. Public Understanding of Science, 16(2): 244-255.



You'll need Skype CreditFree via Skype