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Léonie J. Rennie

Léonie J. Rennie

D-Index & Metrics

Social Sciences and Humanities

D-Index
43
Citations
8836
World Ranking
4374
National Ranking
311

Overview

Léonie J. Rennie is affiliated with Curtin University in Australia and specializes in the social sciences with a focus on education, museology, sociology, political science, speech and hearing, and developmental and educational psychology. Their research commonly addresses the intersections of museums, cultural heritage, and science education.

Their recent publications include the following works:

  • The Children's Engagement Behaviour Framework: describing young children's interaction with science exhibits and its relationship to learning (2020), published in the International Journal of Science Education Part B
  • Controversy and Critical Exhibitions: Envisioning a Fourth Generation of Science Museums (2021), Canadian Journal of Science Mathematics and Technology Education
  • Using Individualized Photobooks to Enhance 3- and 4-Year-Old Children's Science Identity Through a Science Outreach Program (2021), Frontiers in Education

They have also contributed to the broader discourse on science education and museum practice, as evidenced by frequent publications in the International Journal of Science Education Part B and Research in Science Education. These venues have hosted most of their work, reflecting a sustained engagement with science education research.

The primary research topics explored by Léonie J. Rennie include:

  • Museums and Cultural Heritage
  • Digital Storytelling and Education
  • Science Education and Perceptions
  • Science Education and Pedagogy
  • Art Education and Development
  • Participatory Visual Research Methods
  • Conferences and Exhibitions Management

Frequent collaborators in their research include Susan M. Stocklmayer, Christine Howitt, Richard Gunstone, Rebecca Cooper, and Jill M. Aldridge. This network of coauthors reflects interdisciplinary partnerships primarily in science education and museum studies.

Léonie J. Rennie's contributions can be located within a broader scholarly context emphasizing developmental and educational psychology alongside museology and sociopolitical dimensions of education practices.

Best Publications

  • Answering Back: Girls, Boys and Feminism in Schools

    Jill Blackmore;Jane Kenway;Leonie Rennie;Sue Willis

  • Policy statement of the “informal science education” ad hoc committee

    Lynn D. Dierking;John H. Falk;Léonie Rennie;David Anderson

  • The roles of the formal and informal sectors in the provision of effective science education

    Susan M. Stocklmayer;Léonie J. Rennie;John K. Gilbert

  • Toward an agenda for advancing research on science learning in out-of-school settings

    Léonie J. Rennie;Elsa Feher;Lynn D. Dierking;John H. Falk

  • The nature of learning and its implications for research on learning from museums

    Léonie J. Rennie;David J. Johnston

  • Learning Science Outside of School

    Léonie J. Rennie

  • Science Centres and Science Learning

    Léonie J. Rennie;Terence P. McClafferty

  • Using Visits to Interactive Science and Technology Centers, Museums, Aquaria and Zoos To Promote Learning in Science.

    Leonie J. Rennie;Terence P. McClafferty

  • Gender Differences in Science Education: Building a Model

    Jane Butler Kahle;Lesley H. Parker;Leonie J. Rennie;Dana Riley

  • Children's choice of drawings to communicate their ideas about technology

    Léonie J. Rennie;Tina Jarvis

  • Students' Perceptions about Science: The Impact of Transition from Primary to Secondary School.

    Wendy Speering;Léonie Rennie

  • Curriculum Integration: Eroding the High Ground of Science as a School Subject?

    Grady J. Venville;John Wallace;Léonie J. Rennie;John A. Malone

  • Interactives and Visitor Learning

    John H. Falk;Carol Scott;Lynn Dierking;Leonie Rennie

  • Science Teaching and Learning in Australian Schools: Results of a National Study

    Léonie J. Rennie;Denis Goodrum;Mark Hackling

  • Teachers' implementation of gender-inclusive instructional strategies in single-sex and mixed-sex science classrooms

    Lesley H. Parker;Léonie J. Rennie

  • Making ‘Hope Practical’ Rather than ‘Despair Convincing’: feminist post‐structuralism, gender reform and educational change

    Jane Kenway;Sue Willis;Jill Blackmore;Leonie Rennie

  • A Pedagogical Model for Ethical Inquiry into Socioscientific Issues In Science

    Kathryn J. Saunders;Léonie J. Rennie

  • The relationship between affect and achievement in science

    Leonie J. Rennie;Keith F. Punch

  • Gender, Science and Mathematics: Shortening the Shadow

    L. H. Parker;L. J. Rennie;B. J. Fraser;Gail E. FitzSimons

  • What counts as science education

    Léonie J. Rennie

Frequent Co-Authors

Grady Venville
Grady Venville University of Western Australia
John K. Gilbert
John K. Gilbert University of Reading
Jane Kenway
Jane Kenway Monash University
Barry J. Fraser
Barry J. Fraser Curtin University
Jill Blackmore
Jill Blackmore Deakin University
David F. Treagust
David F. Treagust Curtin University
John H. Falk
John H. Falk Oregon State University
Peter J. Fensham
Peter J. Fensham Monash University
Kenneth Tobin
Kenneth Tobin City University of New York
Justin Dillon
Justin Dillon University of Exeter

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