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Peter J. Fensham

Peter J. Fensham

D-Index & Metrics

Social Sciences and Humanities

D-Index
34
Citations
6420
World Ranking
6888
National Ranking
493

Research.com Recognitions

  • 1982 - Nyholm Prize for Education, Royal Society of Chemistry (UK)

Overview

Peter J. Fensham is affiliated with Monash University in Australia and has contributed to the field of social sciences, focusing primarily on education and its various subfields. Their research spans areas such as education, developmental and educational psychology, social psychology, political science and international relations, and sociology and political science.

Their scholarly work concentrates on topics including science education and pedagogy, educational strategies and epistemologies, animal and plant science education, global educational policies and reforms, global education and multiculturalism, educator training and historical pedagogy, and education systems and policy.

Among recent publications, several papers authored by Peter J. Fensham appear in established academic journals:

  • The Future Curriculum for School Science: What Can Be Learnt from the Past? (2022), Research in Science Education
  • Progression in School Science Curriculum: a Rational Prospect or a Chimera? (2022), Research in Science Education
  • Correction to: The Future Curriculum for School Science: What Can Be Learnt from the Past? (2022), Research in Science Education
  • Reflections on the Social Content of Science Education Materials (2022), Research in Science Education

Additionally, Fensham has coauthored work with other researchers such as Joel Windle, who has contributed to related topics in education. Joel Windle is noted as a frequent coauthor, highlighting collaborative efforts in the field.

The venues where Peter J. Fensham frequently publishes include:

  • Research in Science Education
  • The Australian Educational Researcher

One of their most cited papers is "The Future Curriculum for School Science: What Can Be Learnt from the Past?" published in 2022, which has garnered notable attention in the academic community.

Peter J. Fensham was awarded the Nyholm Prize for Education by the Royal Society of Chemistry (UK) in 1982, recognizing contributions in the area of chemistry education.

Best Publications

  • Children's science and its consequences for teaching

    John K. Gilbert;Roger J. Osborne;Peter J. Fensham

  • The Content Of Science: A Constructive Approach To Its Teaching And Learning

    Peter J. Fensham;Richard F. Gunstone;Richard T. White

  • Science for all: A reflective essay

    Peter J. Fensham

  • The importance of reflection in improving science teaching and learning

    John R. Baird;Peter J. Fensham;Richard F. Gunstone;Richard T. White

  • Programme for International Student Assessment (PISA)

    Peter Fensham

  • Real world contexts in PISA science: Implications for context‐based science education

    Peter J. Fensham

  • Development and Dilemmas in Science Education.

    Peter J. Fensham

  • Time to change drivers for scientific literacy

    Peter J. Fensham

  • Defining an Identity : the evolution of science education as a field of research

    Peter J. Fensham

  • Defining an Identity

    Peter J. Fensham

  • A Nobel's eye view of scientific intuition: discussions with the Nobel prize‐winners in physics, chemistry and medicine (1970‐86)

    Ference Marton;Peter Fensham;Seth Chaiklin

  • Science Education Policy-making: Eleven emerging issues

    Peter J. Fensham

  • School science and public understanding of science

    Peter J. Fensham;Wynne Harlen

  • Approaches to the teaching of STS in science education

    Peter J. Fensham

  • Higher order thinking in chemistry curriculum and its assessment

    Peter J. Fensham;Alberto Bellocchi

  • The link between policy and practice in science education: The role of research

    Peter J. Fensham

  • Science content as problematic - issues for research

    Peter J. Fensham

  • Scientific Literacy for a Knowledge Society

    Glen Aikenhead;Graham Orpwood;Peter Fensham

  • School science and its problems with scientific literacy

    Peter Fensham

  • Providing suitable content in the 'science for all' curriculum

    Peter Fensham

Frequent Co-Authors

Richard Gunstone
Richard Gunstone Monash University
Léonie J. Rennie
Léonie J. Rennie Curtin University
Kenneth Tobin
Kenneth Tobin City University of New York
Justin Dillon
Justin Dillon University of Exeter
Ference Marton
Ference Marton University of Gothenburg
Glen S. Aikenhead
Glen S. Aikenhead University of Saskatchewan
Cedric Linder
Cedric Linder Uppsala University
John K. Gilbert
John K. Gilbert University of Reading
Barry J. Fraser
Barry J. Fraser Curtin University
Wolff-Michael Roth
Wolff-Michael Roth University of Victoria

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