Journal Articles:

The paper below from a research project that I was involved in was awarded the Outstanding Journal Article of the Year in Visual Communication 2025, by the International Communication Association, Visual Communication Studies Division. Thanks particularly goes to Lexi Lasczik for her work with this beautiful paper.

Lasczik, A., Cutter-Mackenzie-Knowles, A., Osborn, M., Siegel, L., & Logan, M. (2025). Landcare and landscapes and accidental beauty: failing digital technologies and the gaze of child researchers. Visual Communication, 24(1), 3-22. https://doi.org/10.1177/14703572231209479

Logan, M., Cutter-Mackenzie-Knowles, A., Lynch, D., & Osborn, M. (2023). ‘They couldn’t wait, every day they would say are they coming today?’Stakeholder perceptions of School–University partnership approaches to science teacher education. The Australian Educational Researcher, 1-22.

Khatun, F., & Logan, M. (2023). Diffracting young people’s perceptions and agency on adaptation to climate change in Bangladesh: through socioecological, posthuman, and postcolonial positioning. Children’s geographies, 1-18. https://doi.org/10.1080/14733285.2023.2285468

Lasczik, A., Cutter-Mackenzie-Knowles, A., Paquette, M. L., Canosa, A., & Logan, M. (2023). Youth4Sea and marine debris: An arts-based, site-specific, youth-framed inquiry. International journal of education through art, 19(3), 343-359.

Turner, A., Logan, M. and Wilks, J. Planting food sustainability thinking and practice through STEM in the garden (2021). International Journal of Technology and Design Education https://doi.org/10.1007/s10798-021-09655-9

Canosa, A., Paquette, M. L., Cutter-Mackenzie-Knowles, A., Lasczik, A., & Logan, M. (2021). Young people’s understandings and attitudes towards marine debris: a systematic scoping review. Children’s Geographies, 1-18.

Malone, K., Logan, M., Siegel, L., Regalado, J., & Wade-Leeuwen, B. (2020). Shimmering with Deborah Rose: Posthuman theory-making with feminist ecophilosophers and social ecologists. Australian Journal of Environmental Education, pp. 1-17.

Logan, M., & Russell, J. (2016). How could it be? calling for science curricula that cultivate morals and values towards other animals and nature. Cultural Studies of Science Education 11, 1023-1028. DOI 10.1007/s11422-015-9727-z.

Logan, M. & Skamp, K. (2014). Teachers’ Impact on Students’ Science Interest: A Longitudinal Study Through Junior High School. Science Education Review, 13(1), 2014 (research findings from key articles in reviewed publications).

Logan, M., & Skamp, K. (2013): The Impact of teachers and their science teaching on students’ ‘science interest’: A four-year study. International Journal of Science Education 35 (17), 2879-2904 . DOI:10.1080/09500693.2012.667167.

Logan, M. & Skamp, K. (2008). Engaging students in science across the primary secondary interface: Listening to the students’ voice. Research in Science Education 38. 501-527.

Skamp, K. & Logan, M. (2005). Students’ interest in science across the middle years. Teaching Science 51(4), 8-25.

Ramsey, K., Logan, M., &  Skamp, K. (2005). Primary students’ perceptions of science and scientists: Affecting senior secondary science enrolments? Teaching Science 51(4), 20-25.

Jacka, L., Logan, M., & Ellis, A. (2011). Facilitating creativity in pre-service teacher education courses through their engagement in virtual worlds. Paper presented at the International Virtual Envrionment Group (iVERG) Conference 2011, Immersive technologies for learning Conference, 2011, Virtual implementation, real out comes. Middlesbrough, UK, June 2011.

Books:

Logan, M. (2023). Young People’s Voice in School Science: Research from Five Years in the Classroom. Springer Nature.

Cutter-Mackenzie-Knowles, A., Lasczik, A., Wilks, J., Logan, M., Turner, A., & Boyd, W. (Eds.). (2020). Touchstones for Deterritorializing Socioecological Learning: The Anthropocene, Posthumanism and Common Worlds as Creative Milieux. Switzerland: Springer Nature.

Book Chapters:

Logan, M., Wijesinghe, T., & Khatun, F. (2022). Agency, Power and Resistance from the Perspectives of All Beings: A Visual Ethnographic Inquiry. In Arts-Based Thought Experiments for a Posthuman Earth: A Touchstones Companion (pp. 138-152). Brill.

Logan, M., Russell, J. & Khatun, F. (2020). Socioecological learners as agentic: A posthumanist perspective. In A., Cutter-Mackenzie, A., Lasczik, J., Wilks, M., Logan, Turner, A., & W., Boyd (Eds). Touchstones for deterritorializing socioecological learning: The Anthropocene, posthumanism and common worlds as creative milieux. Switzerland: Palgrave Macmillan (231-262).

Logan M. (2020). Challenging the anthropocentric approach of science curricula: Ecological systems approaches to enabling the convergence of sustainability, science, and STEM education. In A. Cutter-Mackenzie, K. Malone, and E. Barratt-Hacking. Research Handbook on ChildhoodNature: Assemblages of Childhood and Nature Research. United States: Springer.

Logan, M. & Widdop Quinton, H., (2020) Childhood nature ecological systems section overview. In A. Cutter-Mackenzie, K. Malone, and E. Barratt-Hacking. Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research. United States: Springer.

Cutter-Mackenzie, A., Lasczik, A., Wilks, J., Logan, M., Turner, A. (2020). Touchstones for detteritorializing the socioecological learner. In A., Cutter-Mackenzie, A., Lasczik, J., Wilks, M., Logan, A.,  Turner,  & W., Boyd (Eds). Touchstones for deterritorializing socioecological learning: The Anthropocene, posthumanism and common worlds as creative milieux. Switzerland: Palgrave Macmillan (1-26).

Cutter-Mackenzie, A., Logan, M., Malone, K., &  Khatun, F. An Historical, Policy and Pedagogical Cartography of Environmental Education. (2019). In J. E. Vinuales and E. Lees. Oxford Handbook of Comparative Environmental Law. United Kingdom. Oxford University Press.

Logan, M., Cutter-Mackenzie, A. Incorporating sustainability as a socio-scientific reality into the science classroom (2015). In S. Stratton, R. Hagevik, A. Feldman, M. Bloom, (Eds.) Educating science teachers for sustainability. US: Springer, 297-321.

Logan, M., Cutter-Mackenzie, A. Incorporating sustainability as a socio-scientific reality into the science classroom (2015). In S. Stratton, R. Hagevik, A. Feldman, M. Bloom, (Eds.) Educating science teachers for sustainability. US: Springer, 297-321.