B Science, GDip Education, M Environmental Edn, Doctor of Philosophy
Lecturer, School of Education and Professional Studies
Chair Health and Safety Committee, School of Education and Professional Studies
- Overview to Health, Safety and Wellbeing at Griffith (February 2015 Presentation) (PPTX 221kb)
- Contact details for Dr Alison Sammel
- Griffith Experts page for Dr Alison Sammel
- The teaching and learning of science
- Engaging students from marginalised communities in science education
- Education for sustainable development
- Climate change education / water education
- Teacher and student identity
Current teaching areas
- Master of teaching (primary)
- Master of teaching (secondary)
- Primary science 2
- Learning and teaching in the science curriculum
- The engaged professional (capstone course)
- Sammel, A (2012). Science teacher identity and justice education. LAP LAMBERT Academic Publishing, Germany.
- Sammel, A (2012). Aboriginal Perspectives in the Teaching and Learning of Science. LAP LAMBERT Academic Publishing, Germany.
- Linds, W., Goulet, L. & Sammel, A.(Eds.), (2010). Democratic Practice of Adult-Youth Engagement in Social and Environmental Justice. Sense Publishers, Netherlands.
- Sammel, A. (2010). A Curious Tale of why the Road Smart Squirrel can’t be an Activist, but the Blue Dot Can: Lessons to be learnt in High School Settings In W. Linds, L. Goulet, & A. Sammel, (Eds.) (2010). Democratic Practice of Adult-Youth Engagement in Social and Environmental Justice. Sense Publishers, Netherlands.
- Sammel, A. (2010). Engagement in Formal Spaces: Youth Action and Schools, in Democratic Practice of Adult-Youth Engagement in Social and Environmental Justice, W. Linds, L. Goulet, & A. Sammel, (Eds.). Sense Publishers, Netherlands.
- Linds, W., Goulet, L. & Sammel, A. (2010). Emancipatory Practices: Adult/Youth Engagement for Social and Ecological Justice in Democratic Practice of Adult-Youth Engagement in Social and Environmental Justice, W. Linds, L. Goulet, & A. Sammel, (Eds.). Sense Publishers, Netherlands.
- Sammel, A. & Pete, S. (2010). Re(a)d and White: Discussing ethnicities and the teaching of Whiteness, in The Havoc of Capitalism: Educating for Social and Environmental Justice, D. Houston, G. Martin, J. Suoranta and P. McLaren (Eds.). Peter Lang Scientific Publishers, Bern, Frankfurt.
- Sammel, A. (2009). A Circle is more than a Straight Lined Curved: Mis(sed)Understandings about First Nations Science, in I thought Pocahontas was a Movie, C. Shick, & J. McNinch (Eds.). Canadian Plains Research Center, Regina, Canada.
- Sammel, A. & Martin, G. (2008). ‘Other-ed’ pedagogy: The praxis of critical democratic education, in Conceptualizing and Doing Democracy in Education, D. E. Lund & P. R. Carr (Eds.). Peter Lang Scientific Publishers, Bern, Frankfurt.
- Sammel, A., Hart P., Nolan K. & Barrett MJ., (2005), Challenges in implementing action-orientated sustainability education. Handbook of Sustainability Research. Peter Lang Scientific Publishers, Bern, Frankfurt.
- Sammel, A. (2003), Environmental Education and the Ontario Science Curriculum: In where? About what? For whom? OISE Papers in STSE Education. OISE/University of Toronto Press, Toronto, Canada.
- Linds, W., Sammel, A., & Goulet, L. (2013). Dancing together: A conversation about youth and adult relational authority in the context of education. International Journal of Child, Youth and Family Studies. Vol.3, 337-355.
- Kanasa, H., Geelan, D., Marshman, M., Sammel, A., & Strohfeldt, T. (2013). Evaluating the effectiveness of teacher preparation courses in raising students’ understanding of the nature of science using the SUSSI survey. Proceedings of the Australian Teacher Education Association Conference. Brisbane, Qld.
- Sammel, A. (2009). Turning the focus from ‘Other’ to Science Education: Exploring the Invisibility of Whiteness. Cultural Studies of Science Education. Vol. 4, No. 3, 649-656.
- Sammel, A. (2008). Traveling with and through your backpack: a personal reflection on the infrastructure of science education. Cultural Studies of Science Education. Vol. 3, No. 4, 843-857.
- Sammel, A. (2006). Finding the crack in everything: Exploring the causal promise in science education. Canadian Journal of Science, Mathematics and Technology Education. Volume 6, Number 4, 325-337.
- Sammel, A. (2005). An invitation to dialogue: Gadamer, hermeneutic phenomenology and critical environmental education. Canadian Journal of Environmental Education. Volume 8, 155-168.
- Sammel, A. & Hilton, H. (2003). Conference Review: A good cup of TEE in Boston. Environmental Education Research. Volume 9, Number 3, 391-393.
Refereed Conference Proceedings
- Sammel, A. (2005). Strengthening Community through Science Curriculum Actualization: Making a hole through Saskatchewan Science Education. Proceedings for the World Indigenous Peoples Conference on Education, Waikato, New Zealand.
- Zandvliet, D. & Sammel, A. (2002). Paradigm shifting and the new face of science education? Proceedings of the Bi-annual meeting of the International Organization for Science and Technology Education, Foz do Iguaczu, Brazil.
- Carlson, W., Hart, P., Sammel, A., Zandvliet. D. & Dillon, J. (2001). Relations between Science Education and Environmental (Science) Education. North American Research in Science Teaching Conference Proceedings. 2001.
- Sammel, A. (2005). Aboriginal Perspectives into the Teaching and Learning of Science Education: Beginning the Conversations.This 80-page document evolved out of research supported by an Aboriginal Education Research Network and Saskatchewan Learning: Action in the Field of Aboriginal Education Grant. This document invites elementary and middle years teachers in Saskatchewan to reimagine how they teach science to incorporate Aboriginal perspectives.
- Sammel, A. (2005). Investigating Teacher Candidates’ understandings and experiences of First Nations Science. A report written for the Saskatchewan Instructional Development and Research Unit from a General Research Fund grant that supported a research project that investigated the understandings and experiences concerning Aboriginal Science knowledge and implementation held by preservice science teachers at the Faculty of Education, University of Regina; the Department of Indian Education, First Nations University; and the Saskatchewan Urban Native Teacher Education Program (SUNTEP).