Transformative learning in science education: Investigating pedagogy for action

Book chapter


Carter, Lyn, Rodriguez, Carolina Castano and Jones, Mellita. (2014). Transformative learning in science education: Investigating pedagogy for action. In In L. Bencze and S. Alsop (Ed.). Activist science and technology education pp. 531 - 545 Springer Science+Business Media Dordrecht. https://doi.org/10.1007/978-94-007-4360-1_30
AuthorsCarter, Lyn, Rodriguez, Carolina Castano and Jones, Mellita
EditorsL. Bencze and S. Alsop
Page range531 - 545
Year2014
Book titleActivist science and technology education
PublisherSpringer Science+Business Media Dordrecht
Place of publicationDordrecht, The Netherlands
SeriesCultural studies of science education, volume 9
ISBN9789400743601
Digital Object Identifier (DOI)https://doi.org/10.1007/978-94-007-4360-1_30
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/8694z/transformative-learning-in-science-education-investigating-pedagogy-for-action

Restricted files

Publisher's version

  • 146
    total views
  • 0
    total downloads
  • 5
    views this month
  • 0
    downloads this month
These values are for the period from 19th October 2020, when this repository was created.

Export as

Related outputs

Assessing the development of global competence in teacher education programmes : Internal consistency and reliability of a set of rubrics
Parmigiani, Davide, Bar Nir, Aviva, Ferguson-Patrick, Kate, Forkosh Baruch, Alona, Heddy, Eileen, Impedovo, Maria Antonietta, Ingersoll, Marcea, Jones, Mellita, Kimhi, Yael, Lourenço, Mόnica, Macqueen, Suzanne, Pennazio, Valentina, Sokal, Laura, Timkova, Renata, Westa, Sina and Wikan, Gerd. (2023). Assessing the development of global competence in teacher education programmes : Internal consistency and reliability of a set of rubrics. Higher Education Pedagogies. 8(1), p. Article 2216190. https://doi.org/10.1080/23752696.2023.2216190
Teacher education for global citizenship : What can an international practicum offer?
Jones, Mellita, Cinelli, Renata and Gallagher, Mary. (2022). Teacher education for global citizenship : What can an international practicum offer? In In Zajda, Joseph and Majhanovich, Suzanne (Ed.). Discourses of globalisation, ideology, education and policy reforms pp. 139-158 Springer. https://doi.org/10.1007/978-3-030-71583-0_9
The Rise of Neoliberalism and the Changing Emphasis on What Is Valued in Science Education
Carter, Lynette. (2021). The Rise of Neoliberalism and the Changing Emphasis on What Is Valued in Science Education. In Virtues as Integral to Science Education: Understanding the Intellectual, Moral, and Civic Value of Science and Scientific Inquiry pp. 67-83 Routledge. https://doi.org/10.4324/9780367822101-7
‘‘I realized that science isn’t scary’’ : In-service teacher insights regarding science focused partnerships
Gilbert, Andrew, Hobbs, Linda, Kenny, John, Jones, Mellita, Campbell, Coral, Chittleborough, Gail, Herbert, Sandra and Redman, Christine. (2020). ‘‘I realized that science isn’t scary’’ : In-service teacher insights regarding science focused partnerships. School-University Partnerships. 13(1), pp. 22-31.
Promoting Students’ Critical and Active Engagement in Socio-scientific Problems : Inter-Trans-national Perspectives
Bencze, Larry, Carter, Lynette, Groleau, Audrey, Krstovic, Mirjan, Levinson, Ralph, Martin, Jennifer Lynne, Martins, Isabel, Pouliot, Chantal and Weinstein, Matthew. (2019). Promoting Students’ Critical and Active Engagement in Socio-scientific Problems : Inter-Trans-national Perspectives. In Bridging Research and Practice in Science Education: Selected Papers from the ESERA 2017 Conference pp. 171-188 Springer Nature. https://doi.org/10.1007/978-3-030-17219-0_11
EcoJust STEM education mobilized through counter-hegemonic globalization
Bencze, Larry, Carter, Lynette, Levinson, Ralph, Martins, Isabel, Pouliot, Chantal, Weinstein, Matthew and Zouda, Majd. (2019). EcoJust STEM education mobilized through counter-hegemonic globalization. In The Wiley Handbook of Global Educational Reform pp. 389-411 Wiley-Blackwell. https://doi.org/10.1002/9781119082316
Teacher education in Solomon Islands
Jones, Mellita and Cinelli, Renata. (2019). Teacher education in Solomon Islands. In In Karras, K. G. and Wolhuter, C. C. (Ed.). International handbook of teacher education ; volume 3 pp. 273-294 HM Studies and Publishing.
Teacher education in the Solomon Islands
Jones, Mellita and Cinelli, Renata. (2019). Teacher education in the Solomon Islands. In In Karras, K. G. and Wolhuter, C. C. (Ed.). International handbook of teacher education ; volume 3 pp. 273-293 HM Studies and Publishing.
Embedding ethics of care into primary science pedagogy : Reflections on our criticality
Carter, Lyn, Castano Rodriguez, Carolina and Martin, Jenny. (2019). Embedding ethics of care into primary science pedagogy : Reflections on our criticality. In In Bazzul, Jesse and Siry, Christina (Ed.). Critical voices in science education research : Narratives of hope and struggle pp. 59-71 Springer Nature. https://doi.org/10.1007/978-3-319-99990-6_7
Rethinking equity : Standpoints emerging from a community project with victims of violence and abuse in Argentina
Rodriguez, Carolina Castano, Barraza, Laura and Martin, Jenny. (2019). Rethinking equity : Standpoints emerging from a community project with victims of violence and abuse in Argentina. Cultural Studies of Science Education. 14(2), pp. 393-409. https://doi.org/10.1007/s11422-019-09920-3
Principal perceptions regarding the impact of school-university partnerships in primary science contexts
Gilbert, Andrew, Hobbs, Linda, Kenny, John, Jones, Mellita, Campbell, Coral, Chittleborough, Gail, Herbert, Sandra and Redman, Christine. (2018). Principal perceptions regarding the impact of school-university partnerships in primary science contexts. School-Universities Partnerships. 11(2), pp. 73-83.
Personalising learning in teacher education
Jones, Mellita and McLean, Karen. (2018). Personalising learning in teacher education https://doi.org/10.1007/978-981-10-7930-6
Linking theory and practice through partnerships
Chittleborough, Gail and Jones, Mellita. (2018). Linking theory and practice through partnerships. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 61 - 82 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_4
Theory and practice: The context of partnerships in teacher education
Kenny, John, Jones, Mellita and Speldewinde, Christopher. (2018). Theory and practice: The context of partnerships in teacher education. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 3 - 19 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_1
Models of school-based practice: Partnerships in practice
Campbell, Coral, Chittleborough, Gail, Gilbert, Andrew, Hobbs, Linda, Jones, Mellita, Kenny, John and Redman, Christine. (2018). Models of school-based practice: Partnerships in practice. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 39 - 57 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_3
"I had to take action straight away." Preservice teachers' accounts of pro-environmental action
Carter, Lyn and Martin, Jenny. (2018). "I had to take action straight away." Preservice teachers' accounts of pro-environmental action. In In Bencze, Larry (Ed.). Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments : STEPWISE pp. 523-537 Springer. https://doi.org/10.1007/978-3-319-55505-8_24
Growing university–school partnerships
Jones, Mellita and Chittleborough, Gail. (2018). Growing university–school partnerships. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 99 - 122 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_6
A partnership journey narrative: The case of Damtru, science teacher educator
Jones, Mellita. (2018). A partnership journey narrative: The case of Damtru, science teacher educator. In In L. Hobbs, C. Campbell and M. Jones (Ed.). School-based partnerships in teacher education: A Research informed model for universities, schools and beyond pp. 123 - 137 Springer Nature. https://doi.org/10.1007/978-981-13-1795-8_7
Youth uses of actor-network theory for undermining societal consumerism
Bencze, J. L., Carter, Lyn and Krstovic, Mirjan. (2018). Youth uses of actor-network theory for undermining societal consumerism. In In G. Reis, M. Mueller and R. Gisewhite, L. Siveres and R. Brito (Ed.). Sociocultural Perspectives on Youth Ethical Consumerism pp. 71 - 99 Springer. https://doi.org/10.1007/978-3-319-65608-3
Introduction
Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny. (2017). Introduction. In In Nuttall, Joce, Kostogriz, Alex, Jones, Mellita and Martin, Jenny (Ed.). Teacher education policy and practice : Evidence of impact, impact of evidence pp. vii-xii Springer. https://doi.org/10.1007/978-981-10-4133-4
Neoliberalism and STEM education : Some Australian policy discourse
Carter, Lyn. (2017). Neoliberalism and STEM education : Some Australian policy discourse. Canadian Journal of Science, Mathematics and Technology Education. 17(4), pp. 247-257. https://doi.org/10.1080/14926156.2017.1380868
We were the real teacher': outcomes of an international practicum in the Solomon Islands for Australian preservice teachers
Cinelli, Renata and Jones, Mellita. (2017). We were the real teacher': outcomes of an international practicum in the Solomon Islands for Australian preservice teachers. International Education Journal: Comparative Perspectives. 16(1), pp. 64 - 77.
"preach or teach?" an ongoing journey to becoming STEPWISE
Jones, Mellita. (2017). "preach or teach?" an ongoing journey to becoming STEPWISE. In In J. L. Bencze (Ed.). Science and Technology Education Promoting Wellbeing for Individuals, Societies and Environments: STEPWISE pp. 503 - 522 Springer Nature. https://doi.org/10.1007/978-3-319-55505-8
(re)considering Foucault for science education research: considerations of truth, power and governance
Bazzul, Jesse and Carter, Lyn. (2017). (re)considering Foucault for science education research: considerations of truth, power and governance. Cultural Studies of Science Education. 12, pp. 435 - 452. https://doi.org/10.1007/s11422-016-9800-2
Toward transformative reflective practice in teacher education
Brandenburg, Robyn and Jones, Mellita. (2017). Toward transformative reflective practice in teacher education. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 259 - 274 Springer Nature. https://doi.org/10.1007/978-981-10-3431-2
The online space: developing strong pedagogy for online reflective practice
Jones, Mellita and Ryan, Josephine. (2017). The online space: developing strong pedagogy for online reflective practice. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 205 - 222 Springer. https://doi.org/10.1007/978-981-10-3431-2
National innovation policy and public science in Australia
Carter, Lyn. (2017). National innovation policy and public science in Australia. Cultural Studies of Science Education. 12(4), pp. 929 - 942. https://doi.org/10.1007/s11422-017-9843-z
A decolonial moment in science education: using a socioscientific issue to explore the coloniality of power
Carter, Lyn. (2017). A decolonial moment in science education: using a socioscientific issue to explore the coloniality of power. Brazilian Journal of Research in Science Education (RBPEC). 17(3), pp. 1061 - 1085. https://doi.org/10.28976/1984-2686rbpec20171731061
Improving a school-based science education task using critical reflective practice
Jones, Mellita. (2017). Improving a school-based science education task using critical reflective practice. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 179 - 204 Springer Nature. https://doi.org/10.1007/978-981-10-3431-2
The online space: developing strong pedagogy for online reflective practice
Jones, Mellita and Ryan, Josephine. (2017). The online space: developing strong pedagogy for online reflective practice. In In R. Brandenburg, K. Glasswell and M. Jones and J. Ryan (Ed.). Reflective theory and practice in teacher education pp. 205 - 222 Springer Nature. https://doi.org/10.1007/978-981-10-3431-2
Multilingual contexts: a new positioning for STEM teaching/learning
Clarkson, Philip and Carter, Lyn. (2017). Multilingual contexts: a new positioning for STEM teaching/learning. In In R. Millar (Ed.). Cognitive and Affective Aspects in Science Education Research: Selected Papers from the ESERA 2015 Conference pp. 233 - 242 Springer International Publishing. https://doi.org/10.1007/978-3-319-58685-4_18
Which values regarding nature and other species are we promoting in the Australian science curriculum?
Rodriguez, Carolina Castano. (2016). Which values regarding nature and other species are we promoting in the Australian science curriculum? Cultural Studies of Science Education. 11(4), pp. 999 - 1021. https://doi.org/10.1007/s11422-015-9675-7
Successful university-school partnerships: An interpretive framework to inform partnership practice
Jones, Mellita Mary, Hobbs, Linda, Kenny, John Daniel, Campbell, Coral, Chittleborough, Gail, Gilbert, Andrew, Herbert, Sandra and Redman, Christine. (2016). Successful university-school partnerships: An interpretive framework to inform partnership practice. Teaching and Teacher Education. 60, pp. 108 - 120. https://doi.org/10.1016/j.tate.2016.08.006
Globalisation, neoliberalism and science education
Carter, Lyn. (2015). Globalisation, neoliberalism and science education. In In J. Zajda (Ed.). pp. 839 - 850 Springer.
Preservice teacher agency concerning education for sustainability (EfS) : A discursive psychological approach
Martin, Jenny and Carter, Lyn. (2015). Preservice teacher agency concerning education for sustainability (EfS) : A discursive psychological approach. Journal of Research in Science Teaching. 52(4), pp. 560-573. https://doi.org/10.1002/tea.21217
Capitalists' profitable virtual worlds : Roles for science and science education
Bencze, J. Lawrence and Carter, Lyn. (2015). Capitalists' profitable virtual worlds : Roles for science and science education. In In P.P. Trifonas (Ed.). pp. 1197 - 1212 Springer.
Children's literature as an invitation to science inquiry in early childhood education
McLean, Karen, Jones, Mellita and Schaper, Clare. (2015). Children's literature as an invitation to science inquiry in early childhood education. Australasian Journal of Early Childhood. 40(4), pp. 49 - 56.
Successful and 'transferable' practice
Jones, Mellita. (2014). Successful and 'transferable' practice. In In M. Jones and J. Ryan (Ed.). Successful teacher education: Partnerships, reflective practice and the place of technology pp. 177 - 194 Sense Publishers. https://doi.org/10.1007/978-94-6209-677-6_11
The elephant in the room: Science education, neoliberalism and resistance
Carter, Lyn. (2014). The elephant in the room: Science education, neoliberalism and resistance. In In L. Bencze and S. Alsop (Ed.). Activist science and technology education pp. 23 - 36 Springer. https://doi.org/10.1007/978-94-007-4360-1_2
The elephant in the room: Science education, neoliberalism and resistance
Carter, Lyn. (2014). The elephant in the room: Science education, neoliberalism and resistance. In In L. Bencze and S. Alsop (Ed.). Activist Science and Technology Education pp. 23 - 36 Springer. https://doi.org/10.1007/978-94-007-4360-1_2
Reflective Practice in the Online Space
Jones, Mellita. (2014). Reflective Practice in the Online Space. In In M. Jones and J. Ryan (Ed.). Successful teacher education: Partnerships, reflective practice and the place of technology Sense Publishers. https://doi.org/10.1007/978-94-6209-677-6_10
Communication in the practicum: Fostering relationships between universities and schools
Ryan, Josephine and Jones, Mellita. (2014). Communication in the practicum: Fostering relationships between universities and schools. In In M. Jones and J. Ryan (Ed.). Successful teacher education: Partnerships, reflective practice and the place of technology Sense Publishers.
Teachers' beliefs, classroom practices and professional development towards socio-scientific issues
Albe, Virginie, Barrue, Catherine, Bencze, Larry, Carter, Lyn, Grace, Marcus, Knain, Erik, Kolsto, Dankert, Reis, Pedro and Sperling, Erin. (2014). Teachers' beliefs, classroom practices and professional development towards socio-scientific issues. In In C. Bruguiere, A. Tiberghien and P. Clement (Ed.). Topics and Trends in Current Science Education pp. 55 - 70 Springer. https://doi.org/10.1007/978-94-007-7281-6_4
Learning in the practicum : Engaging pre-service teachers in reflective practice in the online space
Jones, Mellita and Ryan, Josephine. (2014). Learning in the practicum : Engaging pre-service teachers in reflective practice in the online space. Asia-Pacific Journal of Teacher Education. 42(2), pp. 132 - 146. https://doi.org/10.1080/1359866X.2014.892058
Science teacher education partnerships with schools (STEPS) : Partnerships in science teacher education
Kenny, John, Hobbs, Linda, Herbert, Sandra, Jones, Mellita, Chittleborough, Gail, Campbell, Coral, Gilbert, Andrew and Redman, Christine. (2014). Science teacher education partnerships with schools (STEPS) : Partnerships in science teacher education. Australian Journal of Teacher Education. 39(12), pp. 43 - 65. https://doi.org/10.14221/ajte.2014v39n12.4
Science & technology education for personal, social & environmental wellbeing : Challenging capitalists' consumerist strategies
Bencze, Larry, Carter, Lynette and Krstovic, Mirjan. (2014). Science & technology education for personal, social & environmental wellbeing : Challenging capitalists' consumerist strategies. Revista Brasileira de Pesquisa em Educacao em Ciencias. 14(2), pp. 39 - 56.
Personalising learning in teacher education through technology
Jones, Mellita and McLean, Karen. (2012). Personalising learning in teacher education through technology. Australian Journal of Teacher Education. 37(1), pp. 75 - 92. https://doi.org/10.14221/ajte.2012v37n1.1
Creating a sustainable and supportive teaching practicum in rural and regional locations
Ryan, Josephine, Jones, Mellita and Walta, Caroline. (2012). Creating a sustainable and supportive teaching practicum in rural and regional locations. Australian and International Journal of Rural Education. 22(1), pp. 57 - 72.
Students' research-informed socio-scientific activism: Re/Visions for a sustainable future
Bencze, Larry, Sperling, Erin and Carter, Lynette. (2012). Students' research-informed socio-scientific activism: Re/Visions for a sustainable future. Research in Science Education. 42(1), pp. 129 - 148. https://doi.org/10.1007/s11165-011-9260-3
Globalisation and science education: Global information culture, post-colonialism and sustainability
Carter, Lyn. (2012). Globalisation and science education: Global information culture, post-colonialism and sustainability. In In B. J. Fraser, K. G. Tobin and C. J. McRobbie (Ed.). pp. 899 - 912 Springer.
Globalizing students acting for the common good
Bencze, Larry and Carter, Lyn. (2011). Globalizing students acting for the common good. Journal of Research in Science Teaching. 48(6), pp. 648 - 669. https://doi.org/10.1002/tea.20419
Curson de Didáctica de las Ciencias Naturales - Programa de Formación Continua del Magisterio Fiscal
Rodriguez, Carolina Castano. (2011). Curson de Didáctica de las Ciencias Naturales - Programa de Formación Continua del Magisterio Fiscal Ministerio de Educatión del Ecuador.
The challenges of science education and Indigenous knowledge
Carter, Lyn. (2011). The challenges of science education and Indigenous knowledge. In In G.J.Sefa Dei (Ed.). pp. 312 - 329 Peter Lang Publishing.
Gathering in threads in the insensible global world: The wicked problem of globalisation and science education
Carter, Lyn. (2011). Gathering in threads in the insensible global world: The wicked problem of globalisation and science education. Cultural Studies of Science Education. 6(1), pp. 1 - 12. https://doi.org/10.1007/s11422-010-9307-1
Globalisation and science education: The case of sustainability by the bay
Carter, Lyn and Dediwalage, Ranjith. (2010). Globalisation and science education: The case of sustainability by the bay. Cultural Studies of Science Education. 5(2), pp. 275 - 291. https://doi.org/10.1007/s11422-009-9248-8
The armchair at the borders: The 'messy' ideas of borders, border and border epistemologies within multicultural science education scholarship
Carter, Lyn. (2010). The armchair at the borders: The 'messy' ideas of borders, border and border epistemologies within multicultural science education scholarship. Science Education. 94(3), pp. 428 - 447. https://doi.org/10.1002/sce.20323
Sustainable Living by the Bay: Improving student engagement in the science classroom for the twenty-first century
Carter, Lyn and Dediwalage, Ranjith. (2010). Sustainable Living by the Bay: Improving student engagement in the science classroom for the twenty-first century. In In Joseph Zajda (Ed.). pp. 157 - 167 Springer. https://doi.org/10.1007/978-90-481-3617-9_10
Collaborative partnerships: A model of professional learning in primary science for practising and preservice teachers
Jones, Mellita M.. (2010). Collaborative partnerships: A model of professional learning in primary science for practising and preservice teachers [Thesis]. https://doi.org/10.4226/66/5a95f73ec682f
Traditional ecological knowledge, border theory and justice
Carter, Lyn and Walker, Nicolas. (2010). Traditional ecological knowledge, border theory and justice. In In Deborah J. Tippins, Michael P. Mueller and Michiel van Eijck, & Jennifer D. Adams (Ed.). pp. 337 - 348 Springer. https://doi.org/10.1007/978-90-481-3929-3_29
The time is right: Embedding education for sustainable development into pre-service science and technology teacher education
Carter, Lyn and Smith, Caroline. (2010). The time is right: Embedding education for sustainable development into pre-service science and technology teacher education. In S Dolinsek and T Lyons (Ed.). XIV IOSTE 2010 Symposium: socio-cultural and human values in science and technology education. Slovenia: Institute for Innovation and Development of University .... pp. 238 - 248
Neoliberal globalisation and learner-centred pedagogies: Posing some different questions
Carter, Lyn. (2010). Neoliberal globalisation and learner-centred pedagogies: Posing some different questions. Canadian Journal of Science, Mathematics and Technology Education. 10(3), pp. 223 - 231. https://doi.org/10.1080/14926156.2010.504481
Enhancing student motivation and their sense of feeling valued through a vertical re-structuring of the curriculum
Jones, Mellita. (2009). Enhancing student motivation and their sense of feeling valued through a vertical re-structuring of the curriculum. Curriculum Perspectives. 29(3), pp. 46 - 67.
Recovering traditional ecological knowledge (TEK): Is it always what it seems?
Carter, Lyn. (2008). Recovering traditional ecological knowledge (TEK): Is it always what it seems? Transnational Curriculum Inquiry. 5(1), pp. 16 - 25.
Globalization and science education: The implications of science in the new economy
Carter, Lyn. (2008). Globalization and science education: The implications of science in the new economy. Journal of Research in Science Teaching. 45(5), pp. 617 - 633. https://doi.org/10.1002/tea.20189
Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment
Rodriguez, Carolina Castano. (2008). Socio-scientific discussions as a way to improve the comprehension of science and the understanding of the interrelation between species and the environment. Research in Science Education. 38(5), pp. 565 - 587. https://doi.org/10.1007/s11165-007-9064-7
Collaborative partnerships: A model for science teacher education and professional development
Jones, Mellita. (2008). Collaborative partnerships: A model for science teacher education and professional development. Australian Journal of Teacher Education. 33(3), pp. 61 - 76. https://doi.org/10.14221/ajte.2008v33n3.5
Sociocultural influences on science education: Innovation for contemporary times
Carter, Lyn. (2008). Sociocultural influences on science education: Innovation for contemporary times. Science Education. 92(1), pp. 165 - 181. https://doi.org/10.1002/sce.20228
Stories in ICT professional development
McNamara, Sue, Jones, Mellita and McLean, Karen. (2007). Stories in ICT professional development. In Partnerships in ICT Learning Study: Case Studies Department of Education, Employment, and Workplace Relations.
Science education and contemporary times: Finding our way through the challenges
Carter, Lynette. (2007). Science education and contemporary times: Finding our way through the challenges. In In B. Atweh, A.C. Barton and M.C Borba et al. (Ed.). Internationalisation and Globalisation in Mathematics and Science Education pp. 79 - 94 Springer. https://doi.org/10.1007/978-1-4020-5908-7_5
Postcolonial interventions within science education: Using postcolonial ideas to reconsider cultural diversity scholarship
Carter, Lyn. (2006). Postcolonial interventions within science education: Using postcolonial ideas to reconsider cultural diversity scholarship. Educational Philosophy and Theory. 38(5), pp. 677 - 691.
Strategic Partnerships in ICT :a model of Professional Development shifting the focus of ICT as a vehicle for learning
McLean, Karen, McNamara, Sue and Jones, Mellita. (2006). Strategic Partnerships in ICT :a model of Professional Development shifting the focus of ICT as a vehicle for learning. IT's up here for thinking! ACEC 2006 Conference Proceedings. Cairns, Australia: Australian Computers in Education Conference. pp. 1 - 6
Globalisation and policy reforms: Science education research
Carter, Lynette. (2005). Globalisation and policy reforms: Science education research. In In J. Zajda (Ed.). The International Handbook of Globalisation and Education Policy; Research pp. 733 - 744 Springer.
Re-enchanting science education
Carter, Lynette. (2005). Re-enchanting science education. In In P. Heywood, T. McCann and B. Neville et al. (Ed.). Towards re-enchantment: Education; Imagination and the Getting of Wisdom pp. 127 - 136 Post Pressed.
Re-engaging students in their learning through middle-school reform: A case study evalution of a vertically structured curriculum
Jones, Mellita M.. (2005). Re-engaging students in their learning through middle-school reform: A case study evalution of a vertically structured curriculum [Thesis]. https://doi.org/10.4226/66/5a94b3215e4b6
A place for alternative readings: Can they be of use? Responding to comments on "thinking differently about cultural diversity: Using postcolonial theory to (re)read science
Carter, Lyn. (2005). A place for alternative readings: Can they be of use? Responding to comments on "thinking differently about cultural diversity: Using postcolonial theory to (re)read science. Science Education. 89(6), pp. 913 - 919. https://doi.org/10.1002/sce.20101
Globalisation and science education: Rethinking science education reforms
Carter, Lyn. (2005). Globalisation and science education: Rethinking science education reforms. Journal of Research in Science Teaching. 42(5), pp. 561 - 580. https://doi.org/10.1002/tea.20066
Thinking differently about cultural diversity: Using postcolonial theory to (re)read science education
Carter, Lyn. (2004). Thinking differently about cultural diversity: Using postcolonial theory to (re)read science education. Science Education. 88(6), pp. 819 - 836. https://doi.org/10.1002/sce.20000
Interrogating science education using critical-philosophical inquiry
Carter, Lyn. (2003). Interrogating science education using critical-philosophical inquiry [Dataset]. Australian Catholic University. https://doi.org/10.26199/acu.88w81
Re-visioning science education from a science studies and futures perspective
Carter, Lyn and Smith, Caroline. (2003). Re-visioning science education from a science studies and futures perspective. Journal of Futures Studies. 7(4), pp. 45 - 54.
Using post colonialism to re(read) science education
Carter, Lyn. (2003). Using post colonialism to re(read) science education. Qualitative Research Journal. 3(2), pp. 33 - 45.