Melinda Kirk
Biographic Data
| ID | 4611083 |
|---|---|
| NAME | Melinda Kirk |
| GIVEN NAMES | Melinda |
| FAMILY NAME | Kirk |
| SIGNATURE | KIRK M |
| AFFILIATIONS | Deakin University |
| ORCID | 0000-0002-0058-6289 |
| VERIFIED | Yes |
| TOTAL WORKS | 4 |
| TOTAL CITATIONS | 1 |
| AUTHOR COUNT | 4 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2021 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Student voice and agency for transformative change in matters that matter: Impactful inquiry in primary science
In an era of socio-ecological challenges and uncertain times, it is imperative that student voice is supported to enable student transformative agency and desired positive change in their lives and community. Although international policy, the Australian Curriculum, School Strategic Plans, communities, teachers, and students often advocate for student voice, authentic enactment remains a challenge. This paper illustrates a transformative curricul…
Real possibilities: Innovative and Responsive Curriculum Enactment Enabling Impactful Inquiry in Primary Science
The goal of the Beyond 2000 report (Millar & Osborne, 1998) to prepare young people for uncertain futures is arguably more crucial than ever. Current educational policies and curricula emphasise STEAM, twenty-first-century skills, and citizenship perspectives for solution generation to address global challenges. However, generative enactment in primary science requires ongoing attention, which is the focus of this paper. Conducted during the COVI…
Critical thinking in primary science through a guided inquiry pedagogy: A semiotic perspective
Although education research in critical thinking is a rapidly emerging field, how teachers can facilitate, monitor, and support critical thinking in primary science remains a challenge. This paper builds on recent semiotics mediated scientific reasoning research to present a fresh perspective of critical thinking in primary science. Analysis of student and teacher interactions in an innovated semiotics grounded learning design and pedagogy demons…
An interdisciplinary approach to primary school mathematics and science learning
Against a backdrop of advocacy for interdisciplinary STEM curricula, this paper explores the design principles underpinning a three-year longitudinal research project that develops and evaluates interdisciplinary mathematics and science learning sequences involving multiple teachers and student cohorts across the primary school years. The research uses design-based methodology and deploys a pedagogical cycle based on representation construction a…
Real possibilities: Innovative and Responsive Curriculum Enactment Enabling Impactful Inquiry in Primary Science
The goal of the Beyond 2000 report (Millar & Osborne, 1998) to prepare young people for uncertain futures is arguably more crucial than ever. Current educational policies and curricula emphasise STEAM, twenty-first-century skills, and citizenship perspectives for solution generation to address global challenges. However, generative enactment in primary science requires ongoing attention, which is the focus of this paper. Conducted during the COVI…
An interdisciplinary approach to primary school mathematics and science learning
Against a backdrop of advocacy for interdisciplinary STEM curricula, this paper explores the design principles underpinning a three-year longitudinal research project that develops and evaluates interdisciplinary mathematics and science learning sequences involving multiple teachers and student cohorts across the primary school years. The research uses design-based methodology and deploys a pedagogical cycle based on representation construction a…
Critical thinking in primary science through a guided inquiry pedagogy: A semiotic perspective
Although education research in critical thinking is a rapidly emerging field, how teachers can facilitate, monitor, and support critical thinking in primary science remains a challenge. This paper builds on recent semiotics mediated scientific reasoning research to present a fresh perspective of critical thinking in primary science. Analysis of student and teacher interactions in an innovated semiotics grounded learning design and pedagogy demons…
Student voice and agency for transformative change in matters that matter: Impactful inquiry in primary science
In an era of socio-ecological challenges and uncertain times, it is imperative that student voice is supported to enable student transformative agency and desired positive change in their lives and community. Although international policy, the Australian Curriculum, School Strategic Plans, communities, teachers, and students often advocate for student voice, authentic enactment remains a challenge. This paper illustrates a transformative curricul…
Real possibilities: Innovative and Responsive Curriculum Enactment Enabling Impactful Inquiry in Primary Science
The goal of the Beyond 2000 report (Millar & Osborne, 1998) to prepare young people for uncertain futures is arguably more crucial than ever. Current educational policies and curricula emphasise STEAM, twenty-first-century skills, and citizenship perspectives for solution generation to address global challenges. However, generative enactment in primary science requires ongoing attention, which is the focus of this paper. Conducted during the COVI…
Pedagogy (4 works) · Sociology (4 works) · Curriculum (3 works) · Engineering (3 works) · Psychology (3 works) · Education and Critical Thinking Development (2 works) · Engineering ethics (2 works) · Innovative Teaching and Learning Methods (2 works) · Mathematics education (2 works) · Science education (2 works)