Faculty

Catherine Milne

Associate Professor of Science Education

Catherine Milne

Phone: 998 5132
Email:


Publications

  • Milne, C. & Otieno, T. (2007). Understanding Engagement: Science Demonstrations and Emotional Energy. Science Education. (view)
  • Milne, C. , Scantlebury, K. & Otieno, T. (2006). Using socio-cultural theory to understand the relationship between teacher change and a science-based professional education program, Cultural Studies of Science Education, 1, 325-352. (view)
  • Martin, S., Milne, C., & Scantlebury, K. (2006). Eye rollers, Risk-takers, and Turn Sharks: Target Students in a Professional Science Education Program, Journal of Research in Science Teaching, 43, 819-851. (view)
  • Milne, C. & Ma, J. (in press). Making sense of the Regents Chemistry exam. In P. Fraser-Abder (Ed.), Pedagogical issues in science, mathematics and technology education. Volume 3. Schenectady, NY: New York Consortium for Professional Development. (view)
  • Milne, C. (1998). Philosophically correct science stories? Examining the implications of heroic science stories for school science. Journal of Research in Science Teaching, 35, 175-187. (view)

Research Interests

  • Coteaching and cogenerative dialogues
  • Teaching and teacher education especially issues of teacher agency and school structures
  • Learning science in urban schools
  • The role of history and philosophy of science in school science
  • Self-assessment and self-evaluation

Courses

  • Recent Advances in Chemistry
  • The Teaching of Science in Middle and High Schools I
  • Science in a Historical Perspective
  • The Teaching of Science in Middle and High Schools II: Methods and Curriculum
  • Science Curriculum: Middle and High school
  • Science and Human Values