- ED1411: Foundations of Sustainability in Education (Level 1; TSV)
- ED3213: Science Secondary Curriculum 1 (Level 3; CNS & TSV)
- ED4210: Secondary Teaching Area 1 Curriculum 2 (Level 4; TSV)
- ED4212: Secondary Teaching Area 2 Curriculum 2 (Level 4; CNS & TSV)
- ED5225: Secondary Curriculum 1 (Level 5; CNS & TSV)
- ED5881: Leading for Change in Curriculum and Pedagogy (Level 5; TSV)
- Innovative pedagogical strategies (including diversified writing-to-learn strategies) that support the development of scientific literacy and enhance student engagement in science learning, particularly in the middle school
- Socioscientific issues education
- The relationship between affect, student engagement, and the achievement of scientific literacy
- Education for sustainability and preservice teacher education
- Science education
- Sustainability education
- 2013 to present - Senior Lecturer, James Cook University (Townsville)
- 2009 to 2012 - Lecturer, James Cook University (Townsville)
Louisa Tomas, B.Ed./B.Sc. (Hons.), Ph.D., is a Senior Lecturer in Teacher Education. Her educational career began as a secondary science teacher before she commenced her current appointment in Education at James Cook University, Townsville, in 2009.
Louisa's teaching and research has focused on areas of Science and Sustainability Education. Her research primarily explores curricula and pedagogical approaches that engage diverse students in the learning of science and enhance the development of scientific literacy. Commencing in 2012, she partnered with a local high school as part of an Australian Research Council Linkage Grant (led by QUT) that has investigated school students’ emotional engagement with socioscientific issues.
Most recently, Louisa has developed a program of research that has explored effective pedagogical approaches for Science and Sustainability Education in pre-service teacher education. This research has explored flipped classroom and blended learning approaches, and has been funded, in part, by a James Cook University Teaching and Learning Development Grant. The goal of this research is to inform best practice regarding teaching and learning in Science and Sustainability Pre-service Teacher Education, so as to better support the learning and success of our first year pre-service teachers.
Louisa's teaching and research in this field has been recognised by way of a number of awards, including a JCU TropEco Award for enhancing Education for Sustainability in learning, teaching and research, and two JCU Citations and a National Citation for Outstanding Contributions to Student Learning.
- 2014 - JCU Citation for Outstanding Contributions to Student Learning - for enabling diverse teacher education cohorts to experience profound engagement in science and sustainability through a blended learning approach (James Cook University)
- 2014 - Australian Award for University Teaching - Citation for Outstanding Contributions to Student Learning (Office for Learning and Teaching, Australian Government)
- 2013 - TropEco Award: Curriculum - for enhancing education for sustainability in learning, teaching and research (James Cook University)
- 2013 - JCU Citation for Outstanding Contributions to Student Learning - for contemporary and innovative curriculum design that successfully engages students in science and sustainability education (James Cook University)
- 2012 - Rising Star Early Career Researcher Award (James Cook University)
- 2012 - Research Performance Award: Early Career Rising Star (Faculty of Arts, Education and Social Sciences, JCU)
- 2011 - Research Recognition Award: Early Career Researcher (Australian Teacher Education Association)
- 2011 - Research Performance Award: Commendation for External Research Income (Faculty of Arts, Education and Social Sciences, JCU)
- 2010 - International Committee Scholarship (National Association for Research in Science Teaching)
- 2006 - Australian Postgraduate Award (Queensland University of Technology)
- 2006 - Vice Chancellor's Scholarship (Queensland University of Technology)
- 2016 - Queensland College of Teachers
- 2016 - Australasian Science Education Research Association
- 2010 to 2012 - Tertiary Teacher Educator Representative – Science Learning Area Reference Committee, (Queensland Studies Authority)
These are the most recent publications associated with this author. To see a detailed profile of all publications stored at JCU, visit ResearchOnline@JCU. Hover over Altmetrics badges to see social impact.
- Journal Articles
- Mills R, Tomas L and Lewthwaite B (in press) Junior secondary school students' conceptions about plate tectonics. International Research in Geographical and Environmental Education, pp. 1-14
- Tomas L, Girgenti S and Jackson C (2017) Pre-service teachers' attitudes toward education for sustainability and its relevance to their learning: Implications for pedagogical practice. Environmental Education Research, 23 (3). pp. 324-347
- Evans N, Tomas L and Woods C (2016) Impact of sustainability pedagogies on pre-service teachers' self-efficacy. The Journal of Education for Sustainable Development, 10 (2). pp. 1-19
- Mills R, Tomas L and Lewthwaite B (2016) Learning in earth and space science: a review of conceptual change instructional approaches. International Journal of Science Education, 38 (5). pp. 767-790
- Tomas L, Rigano D and Ritchie S (2016) Students' regulation of their emotions in a science classroom. Journal of Research in Science Teaching, 53 (2). pp. 234-260
- Lasen M, Tomas L and Hill A (2015) Potential of service-learning to promote sustainability competencies in pre-service teachers: a case study. Teaching Education, 26 (4). pp. 341-365
- Tomas L, Lasen M, Field E and Skamp K (2015) Promoting online students’ engagement and learning in science and sustainability preservice teacher education. Australian Journal of Teacher Education, 40 (11). pp. 79-107
- Tomas L and Ritchie S (2015) The challenge of evaluating students' scientific literacy in a writing-to-learn context . Research in Science Education, 45 (1). pp. 41-58
- Tomas L, Jackson C and Carlisle K (2014) The transformative potential of engaging in science inquiry-based challenges: The ATSE Wonder of Science Challenge. Teaching Science, 60 (2). pp. 48-57
- Mills R and Tomas L (2013) Integrating education for sustainability in pre-service teacher education. Australian Journal of Environmental Education, 29 (2). pp. 152-164
- Book Chapters
- Lasen M, Tomas L, Whitehouse H, Sorin R, Evans N and Stevenson B (2015) A case study of an Australian university embedding EfS in a pre-service teaching program. In: Educating Science Teachers for Sustainability. ASTE Series in Science Education. Springer Internationl Publishing Switzerland, Switzerland, pp. 323-346
- Ritchie S and Tomas L (2013) Designing an innovative approach to engage students in learning science: the evolving case of hybridized writing. In: International Handbook of Innovation Education. Routledge, New York, NY, USA, pp. 385-395
ResearchOnline@JCU stores 26+ research outputs authored by Dr Louisa Tomas Engel from 2010 onwards.
- Current Funding
Current and recent Research Funding to JCU is shown by funding source and project.
Office for Learning and Teaching - Enhancing the Training of Mathematics and Science Teachers Program
Step Up! Transforming mathematics and science pre-service secondary teacher education in Queensland
- Indicative Funding
- $122,720 over 3 years (administered by Queensland University of Technology)
- The overall aim of this project is to transform the nature and delivery of mathematics and science pre-service secondary teacher education in Queensland. The project objectives involve a comprehensive reworking of recruitment strategies, contemporary delivery methods and comprehensive curriculum guides, all brokered through a strong provider network.
- Hilary Whitehouse, Phil Turner, Brian Lewthwaite, Clifford Jackson, Marcus Sheaves, Steve Turton, Louisa Tomas Engel and Tanya Doyle (College of Arts, Society & Education and College of Science & Engineering)
- Pre-service Teacher Education; Science Education; Mathematics Education
Advisory Accreditation: I can be on your Advisory Panel as a Primary or Secondary Advisor.
These Higher Degree Research projects are either current or by students who have completed their studies within the past 5 years at JCU. Linked titles show theses available within ResearchOnline@JCU.
- Improving Outcomes for First Year Students Learning Anatomy and Physiology in the Health Sciences. (PhD, Primary Advisor)
- Improving Student Outcomes and Reducing Teacher Stress by Improving Pedagogy in the Junior Secondary Science Classroom (PhD, Primary Advisor)
- Representing Earth Science Concepts Using Slowmation: Influences on Middle School Students? Conceptual Change (2017, PhD, Primary Advisor)
- Transitions, aspirations and capitals: science education in a globalised policy field (2014, PhD, Associate Advisor)
The map shows research collaborations by institution from the past 7 years.
Note: Map points are indicative of the countries or states that institutions are associated with.
- 5+ collaborations
- 4 collaborations
- 3 collaborations
- 2 collaborations
- 1 collaboration
- Indicates the Tropics (Torrid Zone)