Book Chapter
Gillies, Robyn M. and Rafter, Mary (2017). The teacher’s role in promoting students’ scientific discourse during a cooperative inquiry science unit. Classrooms: academic content and behavior strategy instruction for students with and without disabilities. (pp. 205-229) edited by Jeffrey P. Bakken. New York, NY, United States: Nova Science.
Journal Articles
Gillies, Robyn M. and Rafter, Mary (2020). Using visual, embodied, and language representations to teach the 5E instructional model of inquiry science. Teaching and Teacher Education, 87 102951, 102951. doi: 10.1016/j.tate.2019.102951
Carroll, Annemaree, Gillies, Robyn M., Cunnington, Ross, McCarthy, Molly, Sherwell, Chase, Palghat, Kelsey, Goh, Felicia, Baffour, Bernard, Bourgeois, Amanda, Rafter, Mary and Seary, Tennille (2019). Changes in science attitudes, beliefs, knowledge and physiological arousal after implementation of a multimodal, cooperative intervention in primary school science classes. Information and Learning Science, 120 (7/8), 409-425. doi: 10.1108/ILS-08-2018-0089
Rafter, Mary and Gillies, Robyn M. (2017). Genomics literacy: implications for teaching students with a range of special needs. International Journal of Disability, Development and Education, 65 (1), 1-12. doi: 10.1080/1034912X.2017.1334877
Gillies, Robyn M., Carroll, Annemaree, Cunnington, Ross, Rafter, Mary, Palghat, Kelsey, Bednark, Jeff and Bourgeois, Amanda (2016). Multimodal representations during an inquiry problemsolving activity in a Year 6 science class: a case study investigating cooperation, physiological arousal and belief states. Australian Journal of Education, 60 (2), 111-127. doi: 10.1177/0004944116650701