Sustainable Living by the Bay: Improving student engagement in the science classroom for the twenty-first century

Book chapter


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
AuthorsCarter, Lyn and Dediwalage, Ranjith
EditorsJoseph Zajda
Abstract

Inspiring students to be self-motivated and engaged is a challenge for all school-based curriculum reformers. A cluster of schools in the Melbourne Bayside area took up this challenge during the Australian Schools Innovations in Science, Technology and Mathematics (ASISTM)-funded initiative entitled Sustainable Living by the Bay. In this chapter, we will be sharing our experience of the project with particular reference to the two major strategies that underpinned it. The first strategy drew from Jurgen Habermas’ three knowledge generative interests, namely, technical, practical/communicative and emancipatory/critical, to provide a theoretical framework for the project. Secondly, the project adopted a pedagogical approach from the critical constructivist paradigm, which enabled a shared control of the learning process, empowering students to have a critical voice in questioning the teachers’ actions. Our experience within Sustainable Living by the Bay has been positive in improving student engagement and motivation in learning science.

Keywordsscience curriculum; shared control; technical interest; student voice; critical voice
Page range157 - 167
Year2010
PublisherSpringer
Place of publicationThe Netherlands
ISBN9789048136162
Digital Object Identifier (DOI)https://doi.org/10.1007/978-90-481-3617-9_10
Research GroupSchool of Education
Publisher's version
File Access Level
Controlled
Permalink -

https://acuresearchbank.acu.edu.au/item/8q51w/sustainable-living-by-the-bay-improving-student-engagement-in-the-science-classroom-for-the-twenty-first-century

Restricted files

Publisher's version

  • 119
    total views
  • 0
    total downloads
  • 3
    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

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
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
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
"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
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
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
(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
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
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
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.
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
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
Transformative learning in science education: Investigating pedagogy for action
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
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.
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
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
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
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
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
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.
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.
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.