Dr. Wayne Melville


Rank

 Assistant Professor

Doctoral Degree

 PhD

University

 Curtin University of Technology

Year

 2005



Undergraduate Courses Taught

  • EDUC 4260
    Curriculum and Instruction in Biology (Intermediate/Senior)
  • EDUC 4262
    Curriculum and Instruction in General Science (Intermediate/Senior)
 
Graduate Courses Taught
  • EDUC 5111 Qualitative Research Methods in Education
  • EDUC 5010 Introduction to Research Approaches in Education

Research Interests

  • The school science department as a site for teacher professional learning
  • The teaching of science as inquiry
  • The negotiation of science teachers’ sense of identity
  • Leadership within school subject departments 
  • The historical relationship between science and literature

 


Recent Publications

Top
  • Melville, W. (in press). Discourse, the moral imperative and Faraday’s candle. Cultural Studies in Science Education.
  • Melville, W., Bartley, A. & Fazio, X. (2012). Encouraging uncertainty in the ‘scientific method’: Promoting understanding in the processes of science with pre-service teachers. Canadian Journal of Science, Mathematics and Technology Education, 12(2), 214-228.
  • Melville, W., Bartley, A. & Weinburgh, M. (2012). Change forces: Implementing change in a secondary school for the common good. Canadian Journal of Educational Administration and Policy, 133, 1-26.
  • Melville, W., Campbell, T., Fazio, X. & Bartley, A. (2012). The departmental script as an ongoing conversation into the phronesis of science teaching. Journal of Science Education and Technology. [online] DOI 10.1007/s10956-012-9370-3
  • Melville, W. & Allingham, P.V. (2012). Snow and Dickens: The Victorian ‘Inconvenient Truth.’ Cahiers Victoriens et Edouardiens , 74, 177-192.
    Melville, W., Hardy, I. & Bartley, A. (2011). Bourdieu, department chairs and the reform of science education. International Journal of Science Education. Available online: http://www.tandfonline.com/doi/abs/10.1080/09500693.2010.550334
  • Melville, W. & Allingham, P.V. (2011). Faraday, Dickens and science education in Victorian Britain. School Science Review, 92(340), 69-72.
  • Melville, W. (2010). Professional learning in a school-based community of science teachers.  Rotterdam: Sense Publishers.
  • Melville, W. (2010). Teaching not to answer, but how to question. Curriculum Perspectives,  30(1), 68-70.
  • Allingham, P.V. & Melville, W. (2010). Michael Faraday’s Popular Science Lectures, Percival Leigh, and Charles Dickens: Science for the Masses in Household Words (1950-51). The Victorian Web.
    Available from: http://www.victorianweb.org/authors/dickens/faraday2.html 
  • Melville, W. (2010). Curriculum reform in a science department: A Bourdieuian Analysis. International Journal of Science and Mathematics Education, 8(6), 971-991. 
  • Fazio, X., Melville, W. & Bartley, A. (2010). The problematic nature of the practicum: A key determinant of pre-service teachers' emerging inquiry-based science. Journal of Science Teacher Education, 21(6), 665-681. 
  • Melville, W. (2010). Michael Faraday's popular science lectures, Percival Leigh, and Charles Dickens: Science for the masses in Household Words (1850-51). The Victorian Web. Available http://www.victorianweb.org/authors/dickens/faraday2.html
  • Melville, W. (2010). Teaching not to answer, but how to question. Curriculum Perspectives, 30(1), 68-70.

    Melville, W. & Bartley, A. (2010). Mentoring and community: Inquiry as stance and science as inquiry. International Journal of Science Education, 32(6), 807–828. 

  • Melville, W. & Yaxley, B. (2009). Contextual opportunities for teacher professional learning: The experience of one science department. Eurasian Journal of Science, Mathematics and Technology Education, 5(4), 357-368
  • Jones, D., Kaplanis, C., Melville, W. & Bartley, A. (2009). Science as inquiry at Sir Winston Churchill Collegiate and Vocational Institute. In R.E. Yager (Ed.), Inquiry: The key to exemplary science. Arlington, VA: National Science Teachers Association.
  • Melville, W., Fazio, X., Bartley, A. & Jones, D. (2008). Inquiry experience and reflection: Pre-science teachers' capacity for teaching inquiry. Journal of Science Teacher Education. Available from http://www.springerlink.com/content/a0m237206087q45p/
  • Melville, W. (2008). Mandated curriculum change and a science department: A superficial language convergence? Teaching and Teacher Education, 24(5), 1185-1199. 
  • Fazio, X., & Melville, W. (2008). Science teacher development through collaborative action research. Teacher Development, 12(3), 193-209.
  • Jones, D., Melville, W. & Bartley, A. (2007). Science, inquiry and professional learning. Professional Educator. 6(2), 18-21.
  • Melville, W. & Wallace, J. (2007). Workplace as community: Perspectives on science teachers' professional learning. Journal of Science Teacher Education. 18(4), 543-558.
  • Melville, W. & Wallace, J. (2007). Metaphorical duality: High school subject departments as both communities and organizations. Teaching and Teacher Education. 23(7), 1193-1205.
  • Melville, W. & Wallace, J. (2007). Subject, relationships and identity: The role of a science department in the professional learning of a non-university science educated teacher. Research in Science Education. 37(2), 155-169.
  • Melville, W., Bartley, A. and Jones, D. (2006). Science as inquiry: The transition from pre-service to beginning teacher. Australian College of Educators Year Book 2006. 79-85. Canberra: Australian College of Educators.
  • Melville, W. (2005). Professional learning in a school-based community of science teachers. PhD thesis. Curtin University of Technology, Perth, Australia. Available from http://adt.curtin.edu.au/theses/available/adt-WCU20051116.132239/.
 Completed theses/Portfolios
  • Shields, T. (2012). Issues and underlying factors relating to the graduate rates of aboriginal students from mathematics programs. MEd, Lakehead University. T
  • Clace, R. (2009). Role model/mentor influence on the career path of college professors. MEd, Lakehead University. T