Academy Fellow

Professor Richard White is Emeritus Professor of Education at Monash University. His research concentrates on how to facilitate quality learning, especially of science. Recent research has been in the areas of:

• cognitive structure and metacognition
• the relevance of research to classroom practice
• the revolution in research in science education
• memory for events

• White, R. T. (2003) Challenges, opportunities, and decisions for science education at the opening of the twenty-first century, In Innovations in science and technology education. E. Jenkins (eds.). Paris: OECD.
• White, R. T (2001) The revolution in research on science teaching, In The revolution in research on science teaching. V. Richardson (eds.). Washington D. C.: American Educational Research Association.
• White, R. T (1998) Research, theories of learning, principles of teaching and classroom practice: Examples and issues, Studies in Science Education 31:55-70.
• Fensham, P., Gunstone, R., and White, R (1994) The Content of Science. London: Falmer.
• White, R. T (1992) Raising the quality of learning: Principles from long-term action research, In Effective and responsible teaching. F.K. Oser, A. Dick and J-L Patry (eds.). San Francisco: Jossey Bass.
• White, R. T., and Gunstone, R. F (1992) Probing Understanding. London: Falmer.
• White, R. T (1988) Learning Science. Oxford: Blackwell.