Teaching Science and Technology 485-234 (BTeach subject).

Education for a Technological World 485-623 (Post-graduate subject)

Science and Technology 485-349 485-355 (Under-graduate subject BEd)

Science and Technology 485-448 485-455 (Under-graduate subject B Ed)

Integrated Curriculum 471 (Under-graduate subject - BECE)

Science and Technology 485-303 (Under graduate subject -BECE)

Science, ICT and Literacy in the Primary school (Research subject)

2007
Redman, C. (2007). Enticing Science and Mathematics Educators., Directions in Education, vol 16, no 7, 20th April.


Redman, C. (2007). In press. The Research Planning Meeting. In R. Harre & F. Moghaddam (Eds.), Conflict in Positioning Theory. New York: Springer, Inc.

Redman, C. (2007). The science of chocolate. Journal of the Royal Australian Chemistry Institute.

2006
Redman, C. (2006). Harry Potter works magic into science education. Journal of the Royal Australian Chemistry Institute, Jan/Feb, p 14 – 16
http://www.raci.org.au/chemaust/docs/pdf/2006/CiAJan-Feb06p14.pdf

Redman, C. (2006). In Press. 60 seconds on a website. Australian Education Computing Journal.

2005
Redman, C. (2005). Planning Professional Development: meeting the needs of teacher participants. In S. Rodriguez (Ed.), International Perspectives on Teacher Professional Development: changes influenced by politics, pedagogy and innovation. New York: Nova Science Publishers, Inc.

Redman, C. (2005) Keeping quality science teachers, Directions in Education, vol 14, no 12, 29th July,

2003
Redman C, (2003) Engaging and Motivating Students’ published in the Beginning Science Teachers’ Handbook, STAV publishing Pty Ltd, Coburg

2002
Redman, C. (2002) ‘Maintaining the Momentum for Science Education’
Redman, C. (2002). Tall Poppies in Flight Education Project, Science Heroes, AIPS 4 chapters on women in science and science experiences to accompany them

2001
Redman, C. (2001). Moon rise, moon set. Investigating 1 (17) 22-27
2000
Redman, C. (2000). Motivating and Engaging Students, chapter in Student Motivation: A collection of articles. Edited by Mark Beale, Hawker Brownlow Education.

Before 2000
Redman, C. (1990). A rationale for primary science, Lab Talk, 34:2p7

Investigating cognitive modeling in science education; using the Interactive Whiteboard
(Joint Project with Universitas 21 partner Nottingham University)
Background information:
Science teaching models represent scientific ideas. Models are designed to present an explanation of reality to students that can be safely, easily and powerfully expressed in a classroom. Teachers anticipate the model has the ability to communicate science concepts authentically. The literature committed to understanding the place of models in science education points to a need for an improved theoretical understanding of the science model and the complexity of the relationship to thinking and learning (Harré, 2004, Gilbert, 2000).


Other 'projects' include Professional Development Programs in schools:
2006 Mercy College – Science and Literacy –
Whole school approach to inquiry learning and using Science to generate interest and engagement in literacy
2005 ADASS College – Science focus
Inquiry approach to learning and role-modelling of approach strategies to support high level engagement and cognitive function.
2003 Melton Christian College
2001 Mont Albert Primary School