This person does not currently hold a position at QUT.
Peter Fensham completed doctorates in hemistry and social psychology, and after ten years in chemistry was appointed Professor of Science Education at Monash University. Led a strong research group for 25 years among which his own interests ranged from equity in education generally to conceptual learning in science. Now his focus is on the role of science education in the issue of equity. Much experience with UNESCO of working in developing countries and has been visiting professor in a number of leading overseas universities. Through his membership of the advisory groups for TIMSS and PISA has expertise in assessment of science learning.
Assessment, Politics of curriculum, Science education
Curriculum and Pedagogy, Specialist Studies in Education
Field of Research code, Australian and New Zealand Standard Research Classification (ANZSRC), 2008
- DLaws (Monash University)
- PhD (University of Cambridge)
- Ph.D (Bristol University)
- MSc (The University of Melbourne)
- Dip Ed (Monash University)
Professional memberships and associations
- Fensham P, (2009) The genesis of science education research in Australasia. In S Ritchie, The World of Science Education: Handbook of Research in Australasia, Sense Publishers, pp. 9-15.
- Fensham P, (2009) The link between policy and practice in science education: the role of research, Science Education, 93 (6), pp. 1076-1095.
- Fensham P, (2009) Real world contexts in PISA science: implications for context-based science education, Journal of Research in Science Teaching, 46 (8), pp. 884-896.
- Fensham P, (2008) Science Education Policy-making: Eleven emerging issues.
- Joslin P, Stiles K, Marshall S, Anderson R, Gallagher J, Kahle J, Fensham P, Lazarowitz R, Rennie L, Fraser B, Staver J, Gallard A, Jimenez-Aleixandre M, Dillon J, Moscovici H, Tuan H, Emdin C, Tobin K, Roth W, (2008) NARST: a lived history, Cultural Studies of Science Education, 3 (1), pp. 157-207.
- Fensham P, (2007) Competencies, from Within and Without: New Challenges and Possibilities for Scientific Literacy, Proceedings Promoting Scientific Literacy: Science Education Research in Transaction, pp. 113-119.
- Fensham P, (2007) Interest in Science: Lessons and Non-Lessons from TIMSS and PISA. In R Pinto & D Couso, Contributions From Science Education Research, Springer, pp. 3-10.
- Fensham P, (2007) Context or Culture: Can TIMSS and PISA Teach us about what Determines Educational Achievement in Science?. In B Atweh, M Borba, N Gough & A Barton, Internationalisation and Globalisation in Mathematics and Science Education, Springer, pp. 151-172.
- Fensham P, (2007) Values and the Measurement of Student's Science Achievement in TIMSS and PISA. In J Dillon, D Corrigan & R Gunstone, The Re-Emergence of Values in Science Education, Sense Publishers, pp. 215-229.
- Fensham P, (2006) Beyond Knowledge: Other Outcomes Qualities for Science Education. In R Janiuk & E Samonek-Miciuk, Science and Technology Education for a Diverse World: Dilemmas, Needs and Partnerships, Maria Curie-Sklodowska University Press, pp. 223-237.