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Keith R Skamp

Southern Cross University

• Adjunct Professor, School of Education
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Adjunct Professor Keith R Skamp BSc(Hons)(Syd) DipEd(Syd) MEd(NE) PhD(Syd) 

Keith is an Adjunct Professor in the School of Education. His areas of specialization are
science and environmental/sustainability education and research methodology and he
lectures in undergraduate and graduate units in these areas. 

Keith has being been involved in the professional development of primary and secondary
teachers at state, national and international levels for many years, including current
collaboration as a consultant for the Australian Academy of Science’s Primary Connections
project. 

Keith’s research focuses on science and environmental/sustainability education and he has
published widely in these areas. Major publications include: 

Editor and main writer of the successful text Teaching Primary Science Constructively
(Cengage: 4th edition (2012) and 5th edition under preparation); 

A significant research report titled Teaching Primary Science: Trial-teacher feedback on
the implementation of Primary Connections and the 5E model (AAS: Canberra, 2012); 

A Critical review of current international best practice and research evidence regarding
the implementation of EE and EfS K-12 (since 1990) (NSW Department of Education and
Training: 2009) (incorporating a series of recommendations for implementing EfS) 

A report for the Australian Government Department of the Environment and Heritage, A
review of air quality community education. (ARIES: 2007) 

Keith has numerous refereed journal publications (65), many in internationally recognized
research journals as well as over 40 other publications; been the editor and main writer
of a highly successful research-based book, Teaching primary science constructively, soon
to be in its 5th edition, which has sold over 25,000 copies and is the recommended text
in about 20 universities; obtained a steady and sustained flow of external research and
consultancy funds (exceeding $180,000) related to science and
environmental/sustainability education projects; accepted invitations to complete
research-based consultancies, present research-based keynote conference addresses and
research seminars at many international universities; given over 45 presentations, mainly
at international conferences; been an external examiner of many doctoral theses from a
wide range of Australian and international universities; received the SCU VC Award for
Excellence and Achievement (Teaching and Learning) (2003) ($10,000); and received the
‘Distinguished Service Award’ from the Australian Science Teachers’ Association (2002). 

Keith’s main research and scholarly contributions to science education and environmental
education include: 

• Identification of key variables in primary and secondary students’ understanding of,
and willingness to take actions related to, air quality and global warming. 

• A scholarly critique of pedagogy which facilitates constructivist learning for primary
school learners of science and the preparation of their preservice and practicing
teachers to engage with this pedagogy; 

• The description of a research-based explanatory model for the development of preservice
teachers’ perceptions of effective teachers of primary science; 

• Recommendations made to the NSW Department of Education and Training: (1) of
evidence-based conceptual schema underpinning its primary science (and technology)
syllabus; and (2) of foundations for an evidence-based framework for ‘Educating for
Sustainability’ in NSW schools; 

• Interpretations and insights to assist in understanding teachers’ approaches to using
outdoor learning areas (called learnscapes) for environmental purposes.