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Peter Fensham: a Personal Memorial

Research in science education (Australasian Science Education Research Association), 2022-12, Vol.52 (Suppl 1), p.21-22

Rennie, Léonie J.

2022

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The Contributions of Peter Fensham to ASERA, Research in Science Education, and the Advancement of Science Education and Research

Research in science education (Australasian Science Education Research Association), 2022-12, Vol.52 (Suppl 1), p.3-13

2022

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Controversy and Critical Exhibitions: Envisioning a Fourth Generation of Science Museums

Canadian journal of science, mathematics and technology education, 2021, Vol.21 (1), p.213-218

Rennie, Léonie J.

2021

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A hierarchical model of children's research participation rights based on information, understanding, voice, and influence

European early childhood education research journal, 2018-09, Vol.26 (5), p.644-656

2018

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Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children

International journal of inclusive education, 2017-03, Vol.21 (3), p.299-315

2017

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Scientists Reflect on Why They Chose to Study Science

Research in science education (Australasian Science Education Research Association), 2013-12, Vol.43 (6), p.2207-2233

2013

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The Children's Engagement Behaviour Framework: describing young children's interaction with science exhibits and its relationship to learning

International journal of science education. Part B. Communication and public engagement, 2020-10, Vol.10 (4), p.355-375

2020

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Using Individualized Photobooks to Enhance 3- and 4-Year-Old Children’s Science Identity Through a Science Outreach Program

Frontiers in education (Lausanne), 2021-05, Vol.6

2021

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Meaningful informed consent with young children: looking forward through an interactive narrative approach

Early child development and care, 2016-05, Vol.186 (5), p.673-687

2016

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John Falk and Lynn Dierking: building the field of informal/free-choice science education

Cultural studies of science education, 2016-03, Vol.11 (1), p.127-146

Rennie, Léonie J.

2016

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The Development of a Standardized Assessment Framework for Animal Exhibits

Visitor studies, 2019-01, Vol.22 (1), p.21-42

2019

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Rights, power and agency in early childhood research design : Developing a rights-based research ethics and participation planning framework

Australasian journal of early childhood, 2018-09, Vol.43 (3), p.4-14

2018

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Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward

1, 2012

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Supporting self-directed learning in science and technology beyond the school years

1st edition., 2019

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The roles of the formal and informal sectors in the provision of effective science education

Studies in science education, 2010-03, Vol.46 (1), p.1-44

2010

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Knowledge that Counts in a Global Community: Exploring the Contribution of Integrated Curriculum

Routledge, Taylor & Francis Group, 2013

1, 2013

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Science Communication and Engagement Beyond Schooling

International journal of science education. Part B. Communication and public engagement, 2011-03, Vol.1 (1), p.13-14

Rennie, Léonie

2011

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A pedagogical model for ethical inquiry into socioscientific issues in science

Research in science education (Australasian Science Education Research Association), 2013-02, Vol.43 (1), p.253-276

2013

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The nature of learning and its implications for research on learning from museums

Science education (Salem, Mass.), 2004-07, Vol.88 (S1), p.S4-S16

2004

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Learning science in an integrated classroom: Finding balance through theoretical triangulation

Journal of curriculum studies, 2011-04, Vol.43 (2), p.139-162

2011

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EDITORIAL: The Journal - 10 years on

International journal of science education. Part B. Communication and public engagement, 2022-04, Vol.12 (2), p.93-93

2022

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Learning Science Outside of School

Handbook of Research on Science Education, 2014, p.120-144

1, 2014

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Editorial

International journal of science education. Part B. Communication and public engagement, 2020-04, Vol.10 (2), p.93-95

2020

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Editorial

International journal of science education. Part B. Communication and public engagement, 2020-04, Vol.10 (2), p.93-95

2020

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Communication about science in a traditional museum : visitors' and staff's perceptions

Cultural studies of science education, 2006-12, Vol.1 (4), p.791-820

2006

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Peter Fensham: a Personal Memorial

The Contributions of Peter Fensham to ASERA, Research in Science Education, and the Advancement of Science Education and Research

Controversy and Critical Exhibitions: Envisioning a Fourth Generation of Science Museums

A hierarchical model of children's research participation rights based on information, understanding, voice, and influence

Using interactive nonfiction narrative to enhance competence in the informed consent process with 3-year-old children

Scientists Reflect on Why They Chose to Study Science

The Children's Engagement Behaviour Framework: describing young children's interaction with science exhibits and its relationship to learning

Using Individualized Photobooks to Enhance 3- and 4-Year-Old Children’s Science Identity Through a Science Outreach Program

Meaningful informed consent with young children: looking forward through an interactive narrative approach

John Falk and Lynn Dierking: building the field of informal/free-choice science education

The Development of a Standardized Assessment Framework for Animal Exhibits

Rights, power and agency in early childhood research design : Developing a rights-based research ethics and participation planning framework

Integrating Science, Technology, Engineering, and Mathematics: Issues, Reflections, and Ways Forward

Supporting self-directed learning in science and technology beyond the school years

The roles of the formal and informal sectors in the provision of effective science education

Knowledge that Counts in a Global Community: Exploring the Contribution of Integrated Curriculum

Science Communication and Engagement Beyond Schooling

A pedagogical model for ethical inquiry into socioscientific issues in science

The nature of learning and its implications for research on learning from museums

Learning science in an integrated classroom: Finding balance through theoretical triangulation

EDITORIAL: The Journal - 10 years on

Learning Science Outside of School

Editorial

Editorial

Communication about science in a traditional museum : visitors' and staff's perceptions

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