naa a22 4500 510780865 CHVBK 20180411083246.0 cr unu---uuuuu 180411e20130901xx s 000 0 eng 10.1007/s11422-013-9525-4 doi (NATIONALLICENCE)springer-10.1007/s11422-013-9525-4 Stack Sue Faculty of Education, University of Tasmania, Hobart, TAS, Australia aut Science education, integral inquiry, transformation and possibility [Elektronische Daten] [Sue Stack] This paper is written in response to Nancy Davis's article Integral Methodological Pluralism in Science Education Research: Valuing Multiple Perspectives. I use Integral Theory as a framing for this response to explore how it might offer different perspectives and ways of inquiring into Nancy's paper. This process highlights the notion of integral inquiry as a potential for personal transformation. I give an autobiographical account of my own experience in utilising Integral Theory as part of my PhD and its impact on my own becoming. For another perspective I interview Nancy to draw out deeper shared meanings. Springer Science+Business Media Dordrecht, 2013 Science education nationallicence Integral theory nationallicence Transformation nationallicence Holistic education nationallicence Soul nationallicence Cultural Studies of Science Education Springer Netherlands 8/3(2013-09-01), 521-527 1871-1502 8:3<521 2013 8 11422 https://doi.org/10.1007/s11422-013-9525-4 text/html Onlinezugriff via DOI 1 research-article jats NATIONALLICENCE 856 40 https://doi.org/10.1007/s11422-013-9525-4 text/html Onlinezugriff via DOI NATIONALLICENCE 100 1- Stack Sue Faculty of Education, University of Tasmania, Hobart, TAS, Australia aut NATIONALLICENCE 773 0- Cultural Studies of Science Education Springer Netherlands 8/3(2013-09-01), 521-527 1871-1502 8:3<521 2013 8 11422 Metadata rights reserved Springer special CC-BY-NC licence nationallicence BK010053 XK010053 XK010000 NATIONALLICENCE NATIONALLICENCE NL-springer