Output
Paige, K., Lloyd, D., Caldwell, D., Comber, B., O’Keeffe, L., Osborne, S., & Roetman, P. (2018). Futures in primary science education – connecting students to place and ecojustice Visions for Sustainability 9: 49-59, DOI: 10.13135/2384-8677/2773.
Paige, K., Caldwell, D., Elliott, K., O’Keeffe, L, Osborne., S, Roetman, P., Lloyd, D., Comber, B., & Gosnell, S. (2018). Fresh Water Literacies Transdisciplinary learning for place and eco justice, Final report, University of South Australia, Australia. ISBN: 10.13135/2384-8677/2773.
Paige, K Lloyd, D., & Smith, R. (2019). Intergenerational Education for Adolescents towards Liveable Futures, Cambridge Scholars Publishing, New Castle upon Tyne, UK, ISBN978-1-5275-3380-6.
Paige, K., O’Keeffe, L. & Lloyd, D. (2020). More than S.T.E.M.: Connecting students’ learning to community through eco-justice chapter in Fitzgerald, A., Haeusler, C., & Pfeiffer, L More than coding: Unraveling contemporary approaches to STEM education in primary classrooms. Routledge, Melbourne Australia.
Influences
Assadourian, E. (2017). EarthEd: Rethinking education on a changing planet. In E. Assadourian & L. Mastny (Eds.) EarthEd: rethinking education on a changing planet (pp. 3 – 20). Washington, DC: Island Press.
Brown, L., O’Keeffe, L., & Paige, K. (2017). The colour of velvet: A transdisciplinary approach to connecting students from a refugee background to the natural world. Teaching Science, 63(4), 20-32.
Comber, B., Nixon, H., & Reid, J. (2007). Literacies in place: teaching environmental communications. Newtown, NSW: Primary English Teaching Association.
Corcoran, P. B., Weakland, J. P., & Wals, A. E. J. (2017). Envisioning futures for environmental and sustainability education. Wageningen, The Netherlands: Wageningen Academic Publishers.
Dickinson, J. L., & Bonney, R. (2012). Introduction: Why citizen science? In. J. L. Dickinson & R. Bonney (Eds.), Citizen science: Public participation in environmental research (pp. 1-14). Ithaca, NY: Comstock Publishing Associates.
Louv, R. (2008). Last child in the woods: Saving our children from nature-deficit disorder (2nd ed.). Chapel Hill, NC: Algonquin Books.
Moss, D. M., Abrams, E. D., & Kull, J.A. (1998) Can we be scientists too? Secondary students’ perceptions of scientific research from a project-based classroom. Journal of Science Education and Technology, 7(2), 149–161.
Paige, K., & Lloyd, D. (2016). Use of future scenarios as a pedagogical approach for science teacher education. Research in Science Education, 46(2), 263-285.
Paige, K., Hattam, R., & Daniels, C. (2015). Two models for implementing citizen science projects in middle school. Journal of Educational Enquiry, 14(2), 4-17
Paige, K., Lloyd, D., Roetman, P., & Zeegers, Y. (2014). Researching the effectiveness of a science professional learning program using a proposed curriculum framework for schools: A case study. International Journal of Science and Mathematics Education, DOI: 10.13135/2384-8677/2773
Paige, K., Lawes, H., Matejcic, P., Taylor, C., Stewart, V., Lloyd, D., Zeegers, Y., Roetman, P., & Daniels, C. (2010). “It felt like real science” How Operation Magpie enriched my classroom, Teaching Science, 56(4), 25-33.
Paige, K. & Lloyd, D., (2016). Use of future scenarios as a pedagogical approach for science teacher education. Research in Science Education, 46(2), 263-285.
Paige, K., Lloyd, D., & Smith, R. (2016). Paths to ‘knowing places’ – and eco justice: Three teacher educators’ experiences. Australian Journal of Environmental Education, 32(3), 260-287.
Somerville, M. (2013) Water in a dry land: Place-learning through art and story. New York and London: Routledge.
Suzuki, D. (2010). The legacy: An elder’s vision for our sustainable future. Crows Nest, NSW: Allen & Unwin.
Australian Indigenous Children’s Literature
We recommend the following link for extensive high quality Indigenous Children’s Literature. All schools that participated in the Water Literacies Project were given a set of these texts.
