Publications by category
Books
Reid A, Dillon J (In Press). Environmental Education., Routledge:London.
Evagorou M (In Press). Science Teacher Education for Responsible Citizenship Towards a Pedagogy for Relevance through Socioscientific Issues., Springer Nature.
Dillon J (2016).
Towards a Convergence Between Science and Environmental Education the Selected Works of Justin Dillon., Taylor & Francis.
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Towards a Convergence Between Science and Environmental Education the Selected Works of Justin Dillon
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Dillon J (2016).
Towards a Convergence Between Science and Environmental Education the selected works of Justin Dillon., Routledge.
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Towards a Convergence Between Science and Environmental Education the selected works of Justin Dillon
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Dillon J, Heimlich JE, Kelsey E (2013). Research on learning processes in environmental education.
Russell C, Dillon J, Breunig M (2012). Environmental Education – a Reader., Peter Lang.
Jorde D, Dillon J (2012).
Science education research and practice in Europe: Retrosspective and prospecctive.Abstract:
Science education research and practice in Europe: Retrosspective and prospecctive
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Dillon J (2011). Becoming a Teacher: Issues in Secondary Education, 4th edition., Open University Press.
Dillon J (2011). Environmental Education – a Primer., Peter Lang.
Krasny M, Dillon J, Lewenstein B (2011). Innovation in Environmental Education Research: Emerging Trans-disciplinary Perspectives., Peter Lang.
Brody M, Dillon J, Stephenson B, Wals A (2011). International Handbook of Research in Environmental Education., AERA.
Gunstone R, Corrigan D, Dillon J (2011). Preface.
Corrigan D, Dillon J, Gunstone R (2011). The Professional Knowledge Base of Science Teaching., Springer.
Jorde D, Dillon J (2010). A Handbook of Science Education in Europe., Sense.
Dillon J, Stevenson R (2010). Engaging Environmental Education: Learning, Culture and Agency., Sense.
Osborne J, Dillon J (2010). Good Practice in Science Teaching., Open University Press.
Dillon J, Russell C (2010). [Re-]Thinking Environmental Education., Peter Lang.
Dillon J (2007). Becoming a Teacher., Open University Press.
King H, Dillon J (2007). Criteria of innovation and quality., European Science Education Initiative.
King H, Dillon J (2007). Elements of evaluation., European Science Education Initiative.
Corrigan D, Dillon J, Gunstone R (2007). The Re-emergence of Values in Science Education., Sense Pubications.
Dillon J, Donnell LO, Rikinson M (2005). Engaging and Learning with the Outdoors – the Final Report of the Outdoor Classroom in a Rural Context Action Research Projec., Unknown Publisher.
Rickinson M, Dillon J, Teamey K, Choi MY, Benefield P (2004). A Review of Research on Outdoor Learning., Unknown Publisher.
Dillon J, Reed N, Davison P, Halden D (2003). Children’s Attitudes to Sustainable Transport., Unknown Publisher.
Dillon J (2003). Improving the understanding of food, farming and land management amongst school-age children: a literature review., Department for Education and Skills, Nottingham.
Monk M, Dillon J (2003).
Learning to teach science: Activities for student teachers and mentors.Abstract:
Learning to teach science: Activities for student teachers and mentors
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Dillon J, Maguire M (2001). Becoming a teacher: issues in secondary teaching., Open University Press.
Dillon J, Hindson J, Gough S, Teamey K (2001). Mainstreaming Environmental Education., Unknown Publisher.
Dillon JS, King s College LSOE (2000). A study into the professional views and needs of science teachers in primary and secondary schools in England., King’s College London.
Journal articles
Dillon J (In Press). 50 Years of JBE: from science and environmental education to civic science.
Journal of Biological Education,
50, 120-122.
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50 Years of JBE: from science and environmental education to civic science
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Jiménez-Liso MR, Lopez-Banet L, Dillon J (In Press). Changing how we teach acid-base chemistry: a proposal grounded in studies of the history and nature of science education.
Science and Education Full text.
DeWitt J, Archer L, Osborne J, Dillon J, Willis B, Wong B (In Press). High aspirations but low progression: the science aspirations-careers paradox amongst minority ethnic students.
International Journal of Science and Mathematics Education,
9, 243-271.
Abstract:
High aspirations but low progression: the science aspirations-careers paradox amongst minority ethnic students
Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern. In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10-14 (the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable. Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related activities outside of school. Moreover, ’Asian’ students appeared to exhibit a highly positive set of attitudes towards science and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also explored.
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Dillon J, Avraamidou L (In Press). Towards a Viable Response to COVID-19 from the Science Education Community.
Journal for Activist Science and Technology Education,
11 Full text.
Archer L, DeWitt J, Dillon J (In Press). ‘It didn’t really change my opinion’: exploring what works, what doesn’t and why in a school science, technology, engineering and mathematics careers intervention. Research in Science and Technology Education, 32, 35-55.
Wong V, Dillon JS (In Press). ‘Voodoo maths’, asymmetric dependency and maths blame: Why collaboration between school science and mathematics teachers is so rare.
International Journal of Science Education Full text.
Jiménez-Liso MR, López-Banet L, Dillon J (2020). Changing How We Teach Acid-Base Chemistry. Science & Education, 29(5), 1291-1315.
Wong V, Dillon J (2020). Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools.
Research in Science and Technological Education,
38(4), 396-416.
Abstract:
Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools
© 2019 Informa UK Limited, trading as Taylor. &. Francis Group. Background: There are frequent calls in the literature for school science and mathematics departments to collaborate, largely in response to perceived overlaps between the two subjects in the context of Science, Technology, Engineering and Mathematics (STEM). Yet few studies explore how such collaborations might work. This paper is unusual both in its focus on mathematics/science collaborations which have not arisen from a specific short-term intervention and in its focus on the views of practising teachers rather than policy-makers or curriculum developers. Purpose: We ask how and why collaborations get started and explore how mathematics and science departments actually work together in secondary (high) schools in England. We ask what some of the affordances and challenges are in both initiating and sustaining collaborative practice. Design and methods: Six schools were identified and visited and semi-structured interviews carried out with the 15 teachers most closely involved in collaborating, to explore their perspectives and insights. Results: the findings show that collaborations are possible, though they are challenging to sustain, and they can be approached in a number of ways. Mathematics/science collaboration can be a key site of professional learning for teachers, particularly about the ‘other’ curriculum. Informal conversations across departments were highly valued but tended to be between those with a well-established pre-existing relationship. While physical structures can promote collaboration, it needs strong support from senior leadership teams to both begin and continue. Conclusion: Contrary to the commonly espoused view that there are many overlaps between mathematics and science in school, it can be a significant challenge for teachers to find them. Collaboration is neither straightforward to begin nor to sustain. Researchers and policy-makers should thus be cautious about recommending collaboration as straightforward for science and mathematics teachers to adopt. These conclusions provide a major challenge to simplistic advocacy of STEM in schools.
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Xiao Z, Henley W, Boyle C, Gao Y, Dillon J (2020). The Face Mask and the Embodiment of Stigma.
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The Face Mask and the Embodiment of Stigma
The COVID-19 pandemic has spawned a rare opportunity to study some latent social structures using data science. The Chinese government and its people have been blamed for the outbreak of the virus. Face mask wearing can signal an embodied stigma and Chinese people living outside China have been subject to discrimination, assault, and other hate crimes, particularly at the early stages of the crisis. However, as we accumulate more evidence surrounding mask use, the stigma is shifting. As more scientific data become available and people leave even more information on social media during the lockdown, data science can help better understand the trajectories of the stigma. The insights generated have implications for anti-stigma interventions for future undesirable conditions and diseases.
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Kim M, Dillon J, Song J (2020). The Factors and Features of Museum Fatigue in Science Centres Felt by Korean Students.
Research in Science Education,
50(2), 419-436.
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The Factors and Features of Museum Fatigue in Science Centres Felt by Korean Students
© 2018, Springer Science+Business Media B.V. part of Springer Nature. One of the objectives of science education in science centres has been the enhancement of interest in science. However, museum fatigue has a negative impact on interest. Museum fatigue has been described as physical tiredness or a decrease in visitors’ interest in a museum. The learning experience of students in science centres is also influenced by museum fatigue. The purpose of this study is to identify the phenomena of museum fatigue in science centres and to identity how it is manifested. First, we identified the factors causing museum fatigue in science centres using the data from an open-ended questionnaire which was given to 597 primary, middle and high school students in South Korea. From the responses to the questionnaire, 50 factors causing museum fatigue in science centres were identified. A second Likert-type questionnaire with the 50 factors of museum fatigue in science centres was administered to 610 primary, middle and high school students in South Korea. Using reliability and factor analyses, we developed a framework of the factors causing museum fatigue in science centres, which consists of three contexts, 12 categories and 50 factors. Secondly, through statistical analyses including T test and ANOVA analysis, the features of students’ museum fatigue in science centres were analysed and compared regarding student gender, school level, interest in science, grade of school science, the number of visits, and type of visit. The results, which were found to be statistically significant, are reported and discussed. The findings of this study are intended to serve for a deeper understanding and practical improvement of science learning in science centres.
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Dillon J, Wong V (2019). Crossing the boundaries: Collaborations between mathematics and science departments in English secondary (high) schools.
Research in Science and Technological Education Full text.
Philpotts I, Dillon J, Rooney N (2019). Improving the welfare of companion dogs—Is owner education the solution?.
Animals,
9(9).
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Improving the welfare of companion dogs—Is owner education the solution?
© 2019 by the authors. Licensee MDPI, Basel, Switzerland. Vets, animal welfare charities, and researchers have frequently cited educating owners as a necessity for improving the welfare of companion dogs. The assumption that improving an owner’s knowledge through an education intervention subsequently results in improvements in the welfare of the dog appears reasonable. However, the complexity of dog welfare and dog ownership and the context in which these relationships occur is rapidly changing. Psychology has demonstrated that humans are complex, with values, attitudes, and beliefs influencing our behaviours as much as knowledge and understanding. Equally, the context in which we individuals and our dogs live is rapidly changing and responding to evolving societal and cultural norms. Therefore, we seek to understand education’s effectiveness as an approach to improving welfare through exploring and understanding these complexities, in conjunction with the relevant research from the disciplines of science education and communication. We argue that well designed and rigorously evaluated education interventions can play a part in the challenge of improving welfare, but that these may have limited scope, and welfare scientists could further consider extending cross-disciplinary, cross-boundary working, and research in order to improve the welfare of companion dogs.
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Zeyer A, Dillon J (2019). The role of empathy for learning in complex Science.
International Journal of Science Education,
41(3), 297-315.
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The role of empathy for learning in complex Science
© 2018, © 2018 the Author(s). Published by Informa UK Limited, trading as Taylor. &. Francis Group. Recent research on motivation to learn science shows that science teaching usually supports students’ systemising, but not their empathising cognition. In this paper we argue that empathy, with due caution, should be emphasised in science learning more seriously and consistently, particularly in a Science|Environment|Health pedagogy that aims at fostering the mutual benefit between the three interlinked educational fields. After briefly recapitulating research results about the empathising-systemising (E-S) theory and motivation to learn science, the paper describes the science of empathy and then reflects on the opportunities and challenges of introducing empathy into science teaching. Many studies of effective science learning can be found that involve empathising, though this usually is not made explicit. Thus, bringing empathy into play sheds another light on successful science learning and helps in unfolding its full potential. Moreover, considerations about the role of values in science education entail the insight that, when it comes to complex socio-scientific issues, including empathy is not only useful, but actually vital. The concept of reflective equilibrium, taken from applied ethics, provides a framework for the consideration of both systematic and empathic aspects in science teaching. This undervalued approach promises to involve all students and is therefore a genuine science for all approach.
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Dillon J (2019). University declarations of environment and climate change emergencies. Environmental Education Research, 25(5), 613-614.
Dillon J, Wong V (2019). ‘Voodoo maths’, asymmetric dependency and maths blame: Why collaboration between school science and mathematics teachers is so rare.
International Journal of Science Education Full text.
Davies BR, Leung AN, Dunne SM, Dillon J, Blum IR (2017). Bespoke video vignettes - an approach to enhancing reflective learning developed by dental undergraduates and their clinical teachers.
Eur J Dent Educ,
21(1), 33-36.
Abstract:
Bespoke video vignettes - an approach to enhancing reflective learning developed by dental undergraduates and their clinical teachers.
This study explores the selective use of video as a medium to support reflective processes as related to dental undergraduate learning. With the objective of developing and enhancing high-quality adult dental care, the use of compiled video materials created in an undergraduate clinical setting was investigated. Video cameras were used to capture elements of reflection-in-action and reflection-on-action typically found during everyday clinical practice. 'Gold standard' or 'textbook outcomes' are rarely, if ever, fully achieved in dental practice. Real-life clinical experiences offer challenges and opportunities for both teachers and students to engage with reflective learning processes. The materials generated allowed for an experience of individual reflective learning and the creation of a data bank or archive with potential use for the benefit of a wider student cohort. Various aspects of the students' views and comments on the process of reflection were reported and explored by means of a semi-structured focus group moderated by a linked educational advisor.
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Tasquier G, Levrini O, Dillon J (2016). Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change.
International Journal of Science Education,
38(4), 539-563.
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Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change
The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a complex topic that poses conceptual difficulties and emotional barriers, as well as epistemological challenges. Whilst the conceptual and emotional barriers have already been the object of several studies, students’ reactions to the epistemological issues raised by climate changes have so far been rarely explored in science education research and thus are the main focus of this paper. This paper describes a study concerning the implementation of teaching materials designed to focus on the epistemological role of ‘models and the game of modelling’ in science and particularly when dealing with climate change. The materials were implemented in a course of 15 hours (five 3-hour lessons) for a class of Italian secondary-school students (grade 11; 16–17 years old). The purpose of the study is to investigate students’ reactions to the epistemological dimension of the materials, and to explore if and how the material enabled them to develop their epistemological knowledge on models.
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Dillon J, Stevenson RB, Wals AEJ (2016). Introduction to the special section Moving from Citizen to Civic Science to Address Wicked Conservation Problems. Corrected by erratum 12844. Conservation Biology, 30(3), 450-455.
Wong V, Dillon J, King H (2016). STEM in England: meanings and motivations in the policy arena.
International Journal of Science Education,
38, 2346-2366.
Abstract:
STEM in England: meanings and motivations in the policy arena
STEM, an acronym for science, technology, engineering and mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose and underlying philosophy of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study’s contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation related to STEM initiatives together with semi-structured interviews with 21 key contributors to the science and mathematics education discourse in England. Using thematic analysis, recurring patterns were identified in the data. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger/advantage dichotomy to participation in STEM being perceived by the mathematics educators. Potential danger did not appear to be felt by science educators, possibly as science was perceived as dominant in STEM discourse. Broader early aims of the architects of the STEM agenda, including those of increasing diversity among STEM students, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all.
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Dillon J (2015). Innovation in out-of-school science.
School Science Review,
358, 57-62.
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Innovation in out-of-school science
Taking the view that practical activities provide learning experiences in which students interact with materials or with secondary sources of data to observe and understand the natural world, this article demonstrates how and why science can be taught outside the classroom. Examples are given of successful projects involving schools, museums, science centres and botanic gardens from the UK and elsewhere.
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Evagorou M, Dillon J, Viiri J, Albe V (2015). Pre-service Science Teacher Preparation in Europe: Comparing Pre-service Teacher Preparation Programs in England, France, Finland and Cyprus.
Journal of Science Teacher Education,
26(1), 99-115.
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Pre-service Science Teacher Preparation in Europe: Comparing Pre-service Teacher Preparation Programs in England, France, Finland and Cyprus
© 2015, the Association for Science Teacher Education, USA. A number of reports recently identify that the quality of science education in a number of European countries is lower than expected. One of the reasons for the apparent underachievement in this generally economically prosperous continent might be a pedagogy of science that lacks variety, or a pedagogy that is less engaging than other subjects. Given the diversity of European education systems, the purpose of this paper is to present aspects of four pre-service teacher preparation programs illustrating the similarities and differences that emerge. Specifically, we present the teacher preparation programs in England, Finland, France and Cyprus.
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Zhai J, Dillon J (2014). Communicating Science to Students: Investigating professional botanic garden educators' talk during guided school visits.
Journal of Research in Science Teaching,
51(4), 407-429.
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Communicating Science to Students: Investigating professional botanic garden educators' talk during guided school visits
Botanic gardens are popular destinations for school visits to learn about plant-based science. However, little is known about teaching and learning in such settings, in particular about school visits guided by professional botanic garden educators (BGEs). The purpose of this study was to identify the pedagogical moves of the BGEs during guided school visits. More specifically, this study follows a qualitative research design, investigating six elementary school groups (7- to 11-years old) guided by three BGEs. The guided visits were videotaped and the transcripts analyzed in order to find out the patterns of the BGE and student discourse. The findings from this study indicate that although BGE-student dialogic interactions occasionally occurred, a non-interactive/authoritative communicative approach was the more common practice of the BGEs when communicating science to students. However, the components of storytelling and the use of analogies identified have a great potential for enriching the explanatory talk of the BGEs. The results of this study suggest that the dynamics of discourse during guided school visits were shaped by both the BGEs and students through the shift of power during this discourse.
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Wals AEJ, Brody M, Dillon J, Stevenson RB (2014). Convergence between science and environmental education.
Science,
344(6184), 583-584.
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Convergence between science and environmental education
Citizen science and concerns about sustainability can catalyze much-needed synergy between environmental education and science education.
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Zeyer A, Dillon J (2014). Science{pipe}Environment{pipe}Health-Towards a reconceptualization of three critical and inter-linked areas of education. International Journal of Science Education, 36(9), 1409-1411.
Dillon J (2014). The benefits of engaging with nature through learning in natural environments.
Ecos,
35(2), 22-30.
Abstract:
The benefits of engaging with nature through learning in natural environments
Learning in the natural environment has a number of direct and indirect benefits. So why are so many children denied opportunities to engage with nature?.
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Dillon J (2013). Barriers and benefits to learning in natural environments: Towards a reconceptualisation of the possibilities for change. Cosmos, 8, 153-166.
Seakins A, Dillon J (2013). Exploring Research Themes in Public Engagement Within a Natural History Museum: a Modified Delphi Approach.
International Journal of Science Education, Part B: Communication and Public Engagement,
3, 52-76.
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Exploring Research Themes in Public Engagement Within a Natural History Museum: a Modified Delphi Approach
The primacy of the research question in designing studies affords an opportunity for enhancing collaborations between researchers and ‘practitioners’. This paper describes the use of a modified Delphi technique to co-generate research questions for a collaborative research study co-funded by a university and a natural history museum. Nine staff from the Science and the Public Engagement groups took part in a process which involved an initial workshop followed by 2 email rounds of ranking potential research themes. The process enabled the museum staff to engage with the relevant literature and to share ideas and priorities for a doctoral research study. As a result, the modified Delphi technique is proposed as a tool for bridging research and practice, building on earlier discussions and research agendas in the field, to identify research themes of importance to practitioners and stakeholders and not only to scholars and academics.
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Dewitt J, Osborne J, Archer L, Dillon J, Willis B, Wong B (2013). Young children’s aspiration in Science.
International Journal of Science Education,
35, 1037-1063.
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Young children’s aspiration in Science
Students’ lack of interest in studying science and in science-related careers is a concern in the UK and worldwide. Yet there is limited data, particularly longitudinal, on the sources and development of science-related aspirations. In response, the ASPIRES (Science Aspirations and Career Choice: Age 10–14) longitudinal study is investigating the development of students’ educational and occupational aspirations over time. In the first phase of the project, a questionnaire exploring science-related aspirations and interests was completed by over 9,000 primary school students across England. This survey allowed us to explore possible associations between attitudes and aspirations, links which have not been investigated in previous attitudinal studies of this scope. Overall, students expressed positive attitudes to science, reported positive parental attitudes to science and held very positive images of scientists. Multilevel modelling analyses revealed that aspirations in science were most strongly related to parental attitudes to science, attitudes to school science and self-concept in science, and are also associated with students’ gender, ethnicity and cultural capital. However, the images students held of scientists were not as closely related to aspirations. These factors are discussed in more detail within the paper, alongside a consideration of possible school-related effects.
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Archer L, Dewitt J, Osborne J, Dillon J, Wong B (2013). ’Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations.
Journal of Pedagogy, Culture and Society,
21, 171-194.
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’Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations
Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10–14-year-old children’s science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as ‘not for me’. We discuss data from phase one – a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist poststructuralist analytic lens, we argue that science aspirations are largely ‘unthinkable’ for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construction of science careers as ‘clever’/‘brainy’, ‘not nurturing’ and ‘geeky’ sits in opposition to the girls’ self-identifications as ‘normal’, ‘girly’, ‘caring’ and ‘active’. Moreover, we suggest that this lack of fit is exacerbated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women’s greater participation in STEM (Science, Technology, Engineering and Mathematics).
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Archer L, Dewitt J, Osborne J, Dillon J, Willis B, Wong B (2012). "Balancing acts'': Elementary school girls' negotiations of femininity, achievement, and science.
Science Education,
96(6), 967-989.
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"Balancing acts'': Elementary school girls' negotiations of femininity, achievement, and science
There is international concern over persistent low rates of participation in postcompulsory science-especially the physical sciences-within which there is a notable underrepresentation of girls/women. This paper draws on data collected from a survey of more than 9,000 10/11-year-old pupils and 170 interviews (with 92 children and 78 parents) from a 5-year study of children's science aspirations and career choice in England, to explore how gender interacts with girls' science aspirations. The research found that even though most children aged 10/11 years enjoy science, the majority already see science careers as "not for me." Using a feminist poststructuralist theoretical lens, this paper explores the identity work undertaken by the minority of girls who do identify with science and who express science aspirations at this age. It is argued that dominant associations of science with "cleverness" and masculinity pressurize girls to balance their science aspirations with performances of popular heterofemininity to render them "thinkable" (and that this occurs only within narrow parameters, through identity performances as either "feminine scientists" or "bluestocking scientists"). The paper concludes by discussing potential challenges girls may face in sustaining "thinkable" identifications with science and wider implications for encouraging greater female participation in science, technology, engineering, and mathematics. © 2012 Wiley Periodicals, Inc.
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Archer L, Dewitt J, Osborne J, Dillon J, Willis B, Wong B (2012). Science Aspirations, Capital, and Family Habitus.
American Educational Research JournalAbstract:
Science Aspirations, Capital, and Family Habitus
Low participation rates in the study of science, technology, engineering, and mathematics (STEM) post-16 are a matter of international concern. Existing evidence suggests children’s science aspirations are largely formed within the critical 10 to 14 age period. This article reports on survey data from over 9,000 elementary school children in England (age 10/11) and qualitative data from 160 semi-structured interviews (92 children aged 10/11 and 78 parents), collected as part of an ongoing 5-year longitudinal study in the United Kingdom tracking children from 10 to 14. Drawing on the conceptual framework of Bourdieu, the article explores how the interplay of family habitus and capital can make science aspirations more
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Zeyer A, Dillon J (2012). Science environment health – towards a reconceptualization of three critical and inter-linked areas of education. International Journal of Science Education, 34(2), 327-328.
Dillon J (2012). Science, society and sustainability: education and empowerment for an uncertain world. Environmental Education Research, 18, 727-731.
Bevan B, Dillon J (2011). Broadening views of learning: developing educators for the 21st Century through an international research partnership at the Exploratorium and King’s College London. The New Educator, 6, 167-180.
Tobin K, Rennie L, Venville G, Chu HE, Fensham P, Gallagher J, Duit R, Graeber W, van den Berg E, Hand B, et al (2011). David F. Treagust: Congenial soul, science educator, and international research leader.
Cultural Studies of Science Education,
6(3), 783-793.
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David F. Treagust: Congenial soul, science educator, and international research leader
For almost a half century David F. Treagust has been an exemplary science educator who has contributed through his dedication and commitments to students, curriculum development and collaboration with teachers, and cutting edge research in science education that has impacted the field globally, nationally and locally. A hallmark of his outstanding career is his collaborative style that inspires others to produce their best work. © 2011 Springer Science+Business Media B.V.
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Dillon J (2011). Science Communication—A UK perspective. International Journal of Science Education, Part B, 1(1), 5-8.
Archer L, Dewitt J, Osborne J, Dillon J, Willis B, Wong B (2010). "Doing" science versus "being" a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity.
Science Education,
94(4), 617-639.
Abstract:
"Doing" science versus "being" a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity
The concern about students' engagement with school science and the numbers pursuing the further study of science is an international phenomenon and a matter of considerable concern among policy makers. Research has demonstrated that the majority of young children have positive attitudes to science at age 10 but that this interest then declines sharply and by age 14, their attitude and interest in the study of science has been largely formed. This paper reports on data collected as part of a funded 5-year longitudinal study that seeks to determine how students' interest in science and scientific careers evolves. As an initial part of the study, six focus group discussions were undertaken with schoolchildren, age 10-11, to explore their attitudes toward science and interest in science, the findings of which are presented here. The children's responses are analyzed through the lens of identity, drawing on a theoretical framework that views identity as an embodied and a performed construction that is both produced by individuals and shaped by their specific structural locations. This work offers new insights into the manner in which students construct representations of science and scientists. © 2010 Wiley Periodicals, Inc.
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Dillon J, Huang J (2010). Education for sustainable development: Opportunity or threat?. School Science Review, 39-44.
Dillon J (2010). Effective practical science. School Science Review, 37-39.
Dillon J, Russell C (2010). Environmental education and STEM education: new times, new alliances?/Formation environnementale et formation en sciences, technologies, ingénierie et mathématiques: temps nouveaux et alliances nouvelles?. Canadian Journal of Science, Mathematics and Technology Education, 1-12.
Dillon J, Osborne J (2010). Partnerships in science education: Why science education should not be kept inside schools. International Journal of Science Education
Dillon J (2010). Towards inspirational science for all…. Education in Science
Ardoin N, Dillon J (2010). Unfinished business: writing as if you’re dying. Canadian Journal of Environmental Education
Manning A, Glackin M, Dillon J (2009). Creative science lessons? Prospective teachers reflect on good practice. School Science Review, 90, 53-58.
Nundy S, Dillon J, Dowd P (2009). Improving and encouraging teacher confidence in out-of-classroom learning: the impact of the Hampshire Trailblazer project on 3–13 curriculum practitioners.
Education 3-13,
37, 61-73.
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Improving and encouraging teacher confidence in out-of-classroom learning: the impact of the Hampshire Trailblazer project on 3–13 curriculum practitioners
Outdoor education continues to play an important role in helping to deliver the school curriculum. Recent UK government initiatives have encouraged schools to deliver more of the curriculum outside the classroom. However, teacher confidence in taking pupils outside has been negatively affected by many factors in recent years. The Hampshire Trailblazer project has been set up to provide a supporting framework for a structured programme of activities designed for primary and secondary school students. In this study, four focus groups of 3–13 curriculum practitioners were asked to discuss aspects of the scheme including its impact on students, their perceptions of its benefits to them and barriers to implementing the scheme. The findings of the study indicate that it provides opportunities to develop educators’ self-efficacy and thus to change teachers’ behaviours making them more able to use innovative pedagogies and more confident to take students beyond the confines of the classroom.
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Dillon J (2009). On scientific literacy and curriculum reform.
International Journal of Science Education, Part B: Communication and Public Engagement,
4, 201-213.
Abstract:
On scientific literacy and curriculum reform
Since the first use of ’scientific literacy’ in the late 1950s, numerous science educators and policy makers have reconceptualised the term to such an extent that it has been described as being ’ill-defined and diffuse’. Despite this lack of clarity, the term is the focus of curriculum standards in many countries and is at the heart of international comparisons of student attainment including the Organisation for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA) study. Uncritical use of the term masks the existence of deep-seated philosophical clashes that hinder reform of science education in many countries throughout the world. © 2009 IJESE.
Abstract.
Joslin P, Stiles KS, Marshall JS, Anderson OR, Gallagher JJ, Kahle JB, Fensham P, Lazarowitz R, Rennie LJ, Fraser B, et al (2008). NARST: a lived history.
Cultural Studies of Science Education,
3(1), 157-207.
Abstract:
NARST: a lived history
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members. © 2007 Springer Science+Business Media B.V.
Abstract.
Dillon J (2007). Motivating science. Science communication from a philosophical, educational and cultural perspective. Public Understanding of Science, 16, 113-115.
Osborne J, Dillon J (2007). Research on learning in informal contexts: Advancing the field?. International Journal of Science Education, 29, 1441-1445.
Dillon JS (2007). The Messy Process of Research: Dilemmas, Process, and Critique. Canadian Journal of Environmental Education, 110-126.
Meyers RB, Brody M, Dillon J, Hart P, Krasny M, Monroe M, Russell C, Wals A (2007). Towards creating an inclusive community of researchers: the first three years of the North American Association for Environmental Education research symposium. Environmental Education Research, 13(5), 639-661.
Dillon J, Wals A (2006). On the dangers of blurring methods, methodologies and ideologies in environmental educational research. Environmental Education Research, 12, 549-558.
Dillon J, Rickinson M, Teamey K, Choi MY, Benefield P (2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School Science Review, 87, 107-111.
Dillon J, Rickinson M, Sanders D, Teamey K (2005). On food, farming and land management: Towards a research agenda to reconnect urban and rural lives.
International Journal of Science Education,
27(11), 1359-1374.
Abstract:
On food, farming and land management: Towards a research agenda to reconnect urban and rural lives
Science education has a key role to play in helping people to develop their understanding of the local and global dimensions of food, farming and land management. Based on a review of the literature on what is known about young people's (3-19) views towards and learning about these topics, a research agenda is outlined for consideration by the science education research community. © 2005 Taylor & Francis.
Abstract.
Dillon JS (2005). ‘Silent Spring’: Science, the environment and society. School Science Review, 86, 113-118.
Oulton C, Day V, Dillon J, Grace M (2004). Controversial issues - teachers’ attitudes and practices in the context of citizenship education.
Oxford Review of Education,
30, 489-507.
Abstract:
Controversial issues - teachers’ attitudes and practices in the context of citizenship education
Current conceptions of citizenship favour public involvement in dialogue on controversial issues such as GM food. ’Students with higher levels of civic knowledge are more likely to expect to participate in political and civic activities as adults’ (Kerr et al. 2003, p. 4). Young people need to be aware of the nature of controversy and be able to see how arguments are constructed to sway our opinions if they are to be fully scientifically literate. A survey of the literature suggests that the principles and methods relating to the teaching of controversial issues are themselves controversial. This irony is more relevant to teachers now than ever before. In England, the teaching of ’Citizenship’ has been compulsory for students aged 11-16 in the state sector since September 2002. As it is currently framed, ’Citizenship’ includes education for sustainable development and the teaching of the nature of controversy. This paper explores the issue of teachers’ readiness to use controversial issues in the classroom, and reports on research involving focus groups and questionnaires. We suggest that many teachers are under-prepared and feel constrained in their ability to handle this aspect of their work. We conclude by offering a set of foci for developing support materials to help teachers be more effective at teaching controversial issues.
Abstract.
Reid A, Dillon J (2004). Issues in case-study methodology in investigating environmental and sustainability issues in higher education: towards a problem-based approach?. Environmental Education Research, 10, 23-37.
Oulton C, Dillon J, Grace MM (2004). Reconceptualizing the teaching of controversial issues.
International Journal of Science Education,
26, 411-423.
Abstract:
Reconceptualizing the teaching of controversial issues
Science has a role to play in the resolution of many of the issues deemed controversial in all societies. However, evidence of a lack of public confidence in science and scientists as effective problem-solvers continues to accumulate. This paper speculates that this lack of confidence might in part be due to the way in which science educators present controversial issues. In particular, we argue that current approaches to teaching about controversy do not sufficiently acknowledge the nature of the issues themselves. The paper proposes a set of principles as the basis for a reconceptualization of the teaching of controversial issues and gives an example of how they might be applied.
Abstract.
Grace M, Oulton CR, Dillon J (2004). Some critical reflections on the teaching of controversial issues in science education. The Development Education Journal, 10, 3-6.
Teamey K, Dillon J, Reid A (2004). Valuing and utilizing traditional ecological knowledge: tensions in the context of education and the environment. Environmental Education Research, 10, 237-254.
Dillon J (2003). On learners and learning in environmental education: Missing theories, ignored communities.
Environmental Education Research,
9, 215-226.
Abstract:
On learners and learning in environmental education: Missing theories, ignored communities
Comments on the article by M. Rickinson (see record 2002-01719-001) concerning a review of empirical studies published during the period 1993-1999 regarding learners and learning in primary or secondary school environmental education (EE). Rickinson is only partially successful in achieving what he sets out to do, and that other, major shortcomings in environmental education theory and research have still to be addressed. Learning theories underlying the empirical research are not examined, and a large body of relevant work in so-called informal education is ignored. (PsycINFO Database Record (c) 2003 APA, all rights reserved)
Abstract.
Dillon J, Gough S, Teamey K (2002). A Report Fit for Children? a Critical Examination of the Work of the UN General Assembly’s Special Session on Children, May 2002. Australian Journal of Environmental Education, 18, 81-86.
Dillon J (2002). Happy Birthday Silent Spring: Towards Reconceptualising Science and the Environment. Australian Journal of Environmental Education, 18, 15-18.
Dillon J (2002). Managing People–The Art of Science Teacher Development.
School Science Review,
84, 17-21.
Abstract:
Managing People–The Art of Science Teacher Development
The Key Stage 3 National Strategy for science offers a set of new challenges to department heads and research indicates that most concerns relate to managing staff. Outlines some ideas from the research literature on effective strategies for managers. (MM)
Abstract.
Dillon J (2002). Perspectives on environmental education-related research in science education. International Journal of Science Education, 24, 1111-1117.
Dillon J, Teamey K (2002). Reconceptualizing Environmental Education: Taking Account of Reality.
Canadian Journal of Science, Mathematics and Technology Education,
2, 467-483.
Abstract:
Reconceptualizing Environmental Education: Taking Account of Reality
Investigates the pros and cons of integrating environmental education into the school curriculum. Focusing solely on environmental education’s role in the school curriculum ignores a range of factors that affect its efficacy in the majority of the world. Suggests a conceptualization of environmental education that takes into account a range of critical factors at the macro, meso, and micro levels. (Author/KHR)
Abstract.
Dillon J, Sissling S, Watson R, Duschl R (2002). Science teachers as researchers - a model for professional development. School Science Review, 84, 43-46.
Dillon J, Teamey K (2002). Traditional ecological knowledge for learning with sustainability in mind. THE TRUMPETER, JOURNAL OF ECOSOPHY, 18
Dillon J, Zhu H (2001). Education for Sustainable Development: a Sino-English Comparative Study in Environmental Education. Journal of Zhejiang University Science B, 2, 342-347.
Gill P, Dillon J (2001). Risk, environment and health: aspects of policy and practice. School Science Review, 83, 65-73.
Huaixin Z, Dillon J (1999). Environmental Education in the People's Republic of China: Features, Factors and Trends.
Australian Journal of Environmental Education,
15(2), 37-43.
Abstract:
Environmental Education in the People's Republic of China: Features, Factors and Trends
The genesis and development of environmental education in the People's Republic of China is described. Background information about the education system and about environmental issues are summarised. Some key factors which have proven to be obstacles to progress, in terms of environmental education, are identified and some thoughts about future prospects are outlined. © 1999, Cambridge University Press. All rights reserved.
Abstract.
Dillon J, Kelsey E, Duque‐Aristizabal AM (1999). Identity and Culture: theorising emergent environmentalism. Environmental Education Research, 5(4), 395-405.
Watson JR, Prieto T, Dillon JS (1997). Consistency of students' explanations about combustion.
Science Education,
81(4), 425-443.
Abstract:
Consistency of students' explanations about combustion
This article reports some findings of a study of 14-15-year-old students' ideas about combustion. Patterns of students' explanation across a range of questions are described and analyzed to gain insight into both the degree of consistency of their explanations and how this may affect the processes of conceptual change in students. Data were collected by a questionnaire survey using mainly open questions. Responses were analyzed using systemic networks. Categories from the networks were combined to produce patterns of explanations that could be considered as theories. The general characteristics of these theories, the consistency with which they were used, and implications for teaching and learning are discussed. © 1997 John Wiley & Sons, Inc.
Abstract.
Monk M, Dillon J (1995). From telling to selling: One historical perspective on consultancy in science education. Journal of Education Policy, 10(3), 317-323.
Watson R, Prieto T, Dillon JS (1995). The effect of practical work on students' understanding of combustion.
Journal of Research in Science Teaching,
32(5), 487-502.
Abstract:
The effect of practical work on students' understanding of combustion
This paper describes a study which investigated 14 and 15 year old students' understanding of combustion in both England and Spain, and explores the effect of practical laboratory experience on students' understanding. The teaching and learning styles used with the students in the study were explored using questionnaires and interviews. The students' understanding of combustion was explored using a questionnaire. The responses of English and Spanish students are significantly different. The quality of the responses is explored in terms of the awareness of students of the involvement of gases in combustion, and it appears, however, that the more extensive use of practical work in English schools has had only a marginal effect on their understanding of combustion. Copyright © 1995 Wiley Periodicals, Inc. a Wiley Company
Abstract.
Prieto T, Watson R, Dillon J (1992). Pupils' understanding of combustion.
Research in Science Education,
22(1), 331-340.
Abstract:
Pupils' understanding of combustion
A questionnaire survey of 300, 14 and 15 year-old pupils in England and Spain was carried out to investigate pupils' general ideas about the process of buring and their ideas about specific types of combustion, using open-ended and structured response questions. Pupils' responses were analysed and categories were defined from a classification scheme previously reported by Andersson (1990). A possible model for progression of pupils' ideas about combustion is discussed. © 1992 Australasian Science Education Research Association.
Abstract.
Chapters
Dillon J (In Press). Developing as a Student Teacher. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 3-9.
Dillon J, Maguire M (In Press). Developing as a student teacher. In Maguire M (Ed) Becoming a Teacher, Open University Press, 3-11.
Dillon J, Maguire M (In Press). Education policy and schooling. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 29-41.
Dillon J, Glackin M (In Press). Education, the environment and sustainability. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 328-342.
Dillon J (In Press). Growing teachers:: inspection, appraisal and the reflective practitioner. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 112-127.
Dillon J, Maguire M (In Press). Introduction: Becoming a Teacher. In Maguire M (Ed) Becoming a Teacher, Open University Press, xix-xx.
Osborne J, Dillon J (In Press). Introduction: research matters?. In Osborne J, Dillon J (Eds.) Good Practice in Science Teaching, Open University Press, 1-5.
Dillon J (In Press). On the convergence between science and environmental education. In Yeo J, Teo TW, Tang K-S (Eds.) Science Education Research and Practice in Asia-Pacific and Beyond, Dordrecht: Springer, 87-94.
Dolin J, Constantinou C, Dillon J, Jorde D, Labudde P (In Press). Policy aspects: How to change practice and in what direction. In Dolin J, Evans R (Eds.) Transforming Assessment, Dordrecht: Springer, 249-278.
Maguire M, Dillon J, Mahony P (In Press). Reforming teachers and their work. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 99-111.
Maguire M, Dillon J, Close G (In Press). Reforming teachers and their work. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 63-73.
Dillon J, Manning A (In Press). Science teachers, science teaching. In Osborne J, Dillon J (Eds.) Good Practice in Science Teaching, Open University Press, 6-19.
Dillon J (In Press). Science, the Environment and Education Beyond the Classroom. In Campbell M (Ed) Second International Handbook of Science Education, Springer, 1081-1095.
Dillon J (In Press). Towards a blended pedagogy: Learning inside and outside the classroom. In Sands M, Lane J (Eds.)
Science of Learning, Bilkent University.
Abstract:
Towards a blended pedagogy: Learning inside and outside the classroom
Abstract.
Egg J, Kapelari S, Dillon J (In Press). Visualising social network structures in the training of professional learning communities in informal and formal educators. In Patrick P (Ed)
Preparing Informal Science Educators, Springer, 269-289.
Abstract:
Visualising social network structures in the training of professional learning communities in informal and formal educators
Abstract.
Dillon J, Braus J, Sarabhai K, De Carvalho LM (2017). Foreword. In (Ed) , 1-2.
Coles A, Dillon J, Gall M, Hawkey K, James J, Kerr D, Orchard J, Tidmarsh C, Wishart J (2017). Towards a teacher education for the Anthropocene. In Corcoran P, Weakland J, Wals A (Eds.)
Envisioning Futures for Environmental and Sustainability Education, Wageningen Academic Publishers, Wageningen, the Netherland, 73-85.
Abstract:
Towards a teacher education for the Anthropocene
Abstract.
Egg J, Kapelari S, Dillon J (2017). Visualising social network structures in the training of professional learning communities of educators in informal and formal settings. In (Ed)
Preparing Informal Science Educators: Perspectives from Science Communication and Education, 269-288.
Abstract:
Visualising social network structures in the training of professional learning communities of educators in informal and formal settings
Abstract.
Regan E, Dillon J (2015). A Place for STEM: Probing the Reasons for Undergraduate Course Choices. In Henriksen EK, Dillon J, Ryder J (Eds.) Understanding Student Participation and Choice in Science and Technology Education, Springer, 119-134.
Henriksen EK, Dillon J, Pellegrini G (2015). Improving participation in science and technology higher education: Ways forward. In (Ed)
Understanding Student Participation and Choice in Science and Technology Education, 367-377.
Abstract:
Improving participation in science and technology higher education: Ways forward
Abstract.
Corrigan D, Buntting C, Dillon J, Jones A, Gunstone R (2015). Preface. In (Ed) , v-vii.
Buntting C, Gunstone R, Corrigan D, Dillon J, Jones A (2015). The future in learning science: Themes, issues and big ideas. In (Ed) The Future in Learning Science: What's in it for the Learner?, 1-17.
Henriksen EK, Dillon J, Ryder J (2015). Understanding student participation and choice in science and technology education. In (Ed)
, 1-412.
Abstract:
Understanding student participation and choice in science and technology education
Abstract.
Dillon J (2014). Environmental education. In (Ed) Handbook of Research on Science Education, Volume II, 497-514.
Regan E, Vergou A, Kapelari S, Willison J, Dillon J, Bromley G, Bonomi C (2014). Strategies for Embedding Inquiry-Based Teaching and Learning in Botanic Gardens: Evidence from the Inquire project. In Blessinger P, Carfora JM (Eds.) Inquiry-Based Learning for Faculty and Institutional Development, Emerald Group Publishing Limited.
Tomei A, Dillon J, Dawson E (2014). United Kingdom: an example of the impact of high stakes accountability regimes on STEM education. In (Ed) The Age of STEM: Educational policy and practice across the world in Science, Technology, Engineering and Mathematics, 161-177.
Wals AEJ, Dillon J (2013). Conventional and emerging learning theories: Implications and choices for educational researchers with a planetary consciousness. In (Ed) International Handbook of Research on Environmental Education, 253-261.
Stevenson RB, Wals AEJ, Brody M, Dillon J (2013). Introduction: an orientation to environmental education and the handbook. In (Ed) International Handbook of Research on Environmental Education, 1-6.
Wals AEJ, Stevenson RB, Brody M, Dillon J (2013). Tentative directions for environmental education research in uncertain times. In (Ed) International Handbook of Research on Environmental Education, 542-547.
Stevenson RB, Dillon J, Wals AEJ, Brody M (2013). The evolving characteristics of environmental education research. In (Ed) International Handbook of Research on Environmental Education, 512-517.
Dillon J, Hobson M (2012). Communicating global climate change: Issues and dilemmas. In (Ed) Communication and Engagement with Science and Technology: Issues and Dilemmas: a Reader in Science Communication, 215-228.
King H, Dillon J (2012). Learning in Informal Settings. In Seel N (Ed) Encyclopedia of the Sciences of Learning, Springer, 1905-1908.
Dillon J (2012). Science, environment and health education: Towards a reconceptualisation of their mutual interdependences. In (Ed)
Science / Environment / Health: Towards a Renewed Pedagogy for Science Education, 87-101.
Abstract:
Science, environment and health education: Towards a reconceptualisation of their mutual interdependences
Abstract.
Corrigan D, Gunstone R, Dillon J (2011). Approaches to considering the professional knowledge base of science teachers. In (Ed)
The Professional Knowledge Base of Science Teaching, 1-11.
Abstract:
Approaches to considering the professional knowledge base of science teachers
Abstract.
Evagorou M, Dillon J (2011). Argumentation in the teaching of science. In (Ed)
The Professional Knowledge Base of Science Teaching, 189-203.
Abstract:
Argumentation in the teaching of science
Abstract.
Dillon J, Lewenstein B (2011). Citizen Science: Innovation in Environmental Education Research: Emerging Trans-disciplinary Perspectives. In Lewenstein B (Ed) Innovation in Environmental Education Research: Emerging Trans-disciplinary Perspectives, Peter Lang.
Dillon J (2011). Communicating global climate change: issues, policy, actions and dilemmas: Communication for Engagement in Science and Technology. In Stocklmayer S (Ed) Communication for Engagement in Science and Technology, Routledge.
Dillon J (2011). Controversial issues: teachers’ attitudes and practices in the context of citizenship education: Current Issues and Controversies in School and Community Health, Sport and Physical Education. In Dea JO (Ed) Current Issues and Controversies in School and Community Health, Sport and Physical Education, Unknown Publisher.
Dillon J, Maguire M, Manning A (2011). Education, schools and cities. In Dillon J, Maguire M (Eds.) Becoming a Teacher (4th edition), Open University Press, 142-156.
Dillon J (2011). Teaching science outside the classroom. In Toplis R (Ed) How Science Works, Routledge, 134-147.
Dillon J, Osborne J (2010). How Science Works: What is the nature of scientific reasoning and what do we know about students’ understanding?: Good Practice in Science Teaching. In Dillon J (Ed) Good Practice in Science Teaching, Open University Press, 20-45.
Kelsey E, Dillon J (2010). If the Public knew better, they would Act better?: the Pervasive Power of the Myth and the Ignorant Public. In Stevenson RB, Dillon J (Eds.) Engaging Environmental Education, Sense, 99-110.
Dillon J (2010). Introduction to Issues in Learning, Culture and Agency in Environmental Education. In Stevenson RB, Dillon J (Eds.) Engaging Environmental Education, Sense, 3-10.
Dillon J (2010). Teaching science as argumentation – an unexplored area: the Professional Knowledge Base of Science Teaching. In Gunstone R (Ed) The Professional Knowledge Base of Science Teaching, Springer, 0-0.
Coll RK, Chang WH, Dillon J, Justi R, Mortimer E, Tan KCD, Treagust DF, Paul W (2009). An international perspective of monitoring educational research quality: Commonalities and differences. In (Ed)
Quality Research in Literacy and Science Education: International Perspectives and Gold Standards, 107-137.
Abstract:
An international perspective of monitoring educational research quality: Commonalities and differences
Abstract.
Dillon JS (2009). Approaching ‘soft disasters’ in the classroom: teaching about controversial issues in science, technology, society, and environment education. In (Ed) International Handbook of Research and Development in Technology Education, Sense Publishers, 297-306.
Anthony RJ, Yore LD, Coll RK, Dillon J, Chiu MH, Fakudze C, Grimberg I, Wang BJ (2009). Research ethics boards and the gold standard(s) in literacy and science education research. In (Ed)
Quality Research in Literacy and Science Education: International Perspectives and Gold Standards, 511-557.
Abstract:
Research ethics boards and the gold standard(s) in literacy and science education research
Abstract.
Dillon JS (2007). An organic intellectual?: on science, education, and the environment. In (Ed) The Culture of Science Education - its History in Person, Sense Publishers:.
Dillon JS, Reid A (2007). Science, the environment and citizenship: teaching values at Minstead Study Centre. In (Ed) The Re-Emergence of Values in Science Education, Sense Publishers.
Dillon J (2002). Managing Teacher Development: the Changing Role of the Head of Department in England. In Fraser-Abde P (Ed) Professional Development in Science Teacher Education, Taylor & Francis Group, 172-186.
Dillon J (2001). Excellence in Cities. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 109-119.
Dillon J, Adey P (2001). Inspection. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 74-86.
Dillon J, Teamey K, Gough S (2001). Linking Education, the Environment and Livelihoods. In (Ed) Commonwealth Education Partnerships 2003, Stationery Office, 129-138.
Conferences
Knowler HL, Lazar I, Cortese D, Dillon JS (2019). TO WHAT EXTENT CAN THE EXPERIENCE OF OUTDOOR LEARNING CONTEXTS PREVENT PERMANENT SCHOOL EXCLUSION FOR OLDER LEARNERS? a VISUAL ANALYSIS. EDULEARN19. 1st - 3rd Jul 2019.
Abstract:
TO WHAT EXTENT CAN THE EXPERIENCE OF OUTDOOR LEARNING CONTEXTS PREVENT PERMANENT SCHOOL EXCLUSION FOR OLDER LEARNERS? a VISUAL ANALYSIS
Abstract.
Full text.
Publications by year
In Press
Dillon J (In Press). 50 Years of JBE: from science and environmental education to civic science.
Journal of Biological Education,
50, 120-122.
Abstract:
50 Years of JBE: from science and environmental education to civic science
[No abstract]
Abstract.
Full text.
Jiménez-Liso MR, Lopez-Banet L, Dillon J (In Press). Changing how we teach acid-base chemistry: a proposal grounded in studies of the history and nature of science education.
Science and Education Full text.
Dillon J (In Press). Developing as a Student Teacher. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 3-9.
Dillon J, Maguire M (In Press). Developing as a student teacher. In Maguire M (Ed) Becoming a Teacher, Open University Press, 3-11.
Dillon J, Maguire M (In Press). Education policy and schooling. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 29-41.
Dillon J, Glackin M (In Press). Education, the environment and sustainability. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 328-342.
Reid A, Dillon J (In Press). Environmental Education., Routledge:London.
Dillon J (In Press). Growing teachers:: inspection, appraisal and the reflective practitioner. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 112-127.
DeWitt J, Archer L, Osborne J, Dillon J, Willis B, Wong B (In Press). High aspirations but low progression: the science aspirations-careers paradox amongst minority ethnic students.
International Journal of Science and Mathematics Education,
9, 243-271.
Abstract:
High aspirations but low progression: the science aspirations-careers paradox amongst minority ethnic students
Students’ interest in studying science and their aspirations to pursue science-related careers is a topic of global concern. In this paper, a set of data gathered for the initial phase of the 5-year study of Science Aspirations and Careers: Age 10-14 (the ASPIRES project) is presented. In the initial phase of this project, a questionnaire exploring students’ aspirations was developed, validated and trialled with nearly 300 primary school students. Principal component analyses and Cronbach’s alpha revealed that the questionnaire was comprised of a number of unidimensional components and that reliability was acceptable. Further multivariate analyses indicated that students’ aspirations in science were most strongly predicted by parental attitudes to science, attitudes towards school science, self-concept in science, images of scientists and engagement in science-related activities outside of school. Moreover, ’Asian’ students appeared to exhibit a highly positive set of attitudes towards science and aspirations in science, particularly when compared with White students. Reasons for this observed difference are also explored.
Abstract.
Dillon J, Maguire M (In Press). Introduction: Becoming a Teacher. In Maguire M (Ed) Becoming a Teacher, Open University Press, xix-xx.
Osborne J, Dillon J (In Press). Introduction: research matters?. In Osborne J, Dillon J (Eds.) Good Practice in Science Teaching, Open University Press, 1-5.
Dillon J (In Press). On the convergence between science and environmental education. In Yeo J, Teo TW, Tang K-S (Eds.) Science Education Research and Practice in Asia-Pacific and Beyond, Dordrecht: Springer, 87-94.
Dolin J, Constantinou C, Dillon J, Jorde D, Labudde P (In Press). Policy aspects: How to change practice and in what direction. In Dolin J, Evans R (Eds.) Transforming Assessment, Dordrecht: Springer, 249-278.
Maguire M, Dillon J, Mahony P (In Press). Reforming teachers and their work. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 99-111.
Maguire M, Dillon J, Close G (In Press). Reforming teachers and their work. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 63-73.
Evagorou M (In Press). Science Teacher Education for Responsible Citizenship Towards a Pedagogy for Relevance through Socioscientific Issues., Springer Nature.
Dillon J (In Press). Science teacher education for our changing climate. Environmental Education, 112, 6-9.
Dillon J, Manning A (In Press). Science teachers, science teaching. In Osborne J, Dillon J (Eds.) Good Practice in Science Teaching, Open University Press, 6-19.
Dillon J (In Press). Science, the Environment and Education Beyond the Classroom. In Campbell M (Ed) Second International Handbook of Science Education, Springer, 1081-1095.
Dillon J, Avraamidou L (In Press). Towards a Viable Response to COVID-19 from the Science Education Community.
Journal for Activist Science and Technology Education,
11 Full text.
Dillon J (In Press). Towards a blended pedagogy: Learning inside and outside the classroom. In Sands M, Lane J (Eds.)
Science of Learning, Bilkent University.
Abstract:
Towards a blended pedagogy: Learning inside and outside the classroom
Abstract.
Egg J, Kapelari S, Dillon J (In Press). Visualising social network structures in the training of professional learning communities in informal and formal educators. In Patrick P (Ed)
Preparing Informal Science Educators, Springer, 269-289.
Abstract:
Visualising social network structures in the training of professional learning communities in informal and formal educators
Abstract.
Dillon J (In Press). Wicked problems and the need for civic science.
SPOKESAbstract:
Wicked problems and the need for civic science
Science education and environmental education need to converge, Dillon argues - and the science engagement sector can play a crucial role.
Abstract.
Archer L, DeWitt J, Dillon J (In Press). ‘It didn’t really change my opinion’: exploring what works, what doesn’t and why in a school science, technology, engineering and mathematics careers intervention. Research in Science and Technology Education, 32, 35-55.
Wong V, Dillon JS (In Press). ‘Voodoo maths’, asymmetric dependency and maths blame: Why collaboration between school science and mathematics teachers is so rare.
International Journal of Science Education Full text.
2020
Jiménez-Liso MR, López-Banet L, Dillon J (2020). Changing How We Teach Acid-Base Chemistry. Science & Education, 29(5), 1291-1315.
Wong V, Dillon J (2020). Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools.
Research in Science and Technological Education,
38(4), 396-416.
Abstract:
Crossing the boundaries: collaborations between mathematics and science departments in English secondary (high) schools
© 2019 Informa UK Limited, trading as Taylor. &. Francis Group. Background: There are frequent calls in the literature for school science and mathematics departments to collaborate, largely in response to perceived overlaps between the two subjects in the context of Science, Technology, Engineering and Mathematics (STEM). Yet few studies explore how such collaborations might work. This paper is unusual both in its focus on mathematics/science collaborations which have not arisen from a specific short-term intervention and in its focus on the views of practising teachers rather than policy-makers or curriculum developers. Purpose: We ask how and why collaborations get started and explore how mathematics and science departments actually work together in secondary (high) schools in England. We ask what some of the affordances and challenges are in both initiating and sustaining collaborative practice. Design and methods: Six schools were identified and visited and semi-structured interviews carried out with the 15 teachers most closely involved in collaborating, to explore their perspectives and insights. Results: the findings show that collaborations are possible, though they are challenging to sustain, and they can be approached in a number of ways. Mathematics/science collaboration can be a key site of professional learning for teachers, particularly about the ‘other’ curriculum. Informal conversations across departments were highly valued but tended to be between those with a well-established pre-existing relationship. While physical structures can promote collaboration, it needs strong support from senior leadership teams to both begin and continue. Conclusion: Contrary to the commonly espoused view that there are many overlaps between mathematics and science in school, it can be a significant challenge for teachers to find them. Collaboration is neither straightforward to begin nor to sustain. Researchers and policy-makers should thus be cautious about recommending collaboration as straightforward for science and mathematics teachers to adopt. These conclusions provide a major challenge to simplistic advocacy of STEM in schools.
Abstract.
Xiao Z, Henley W, Boyle C, Gao Y, Dillon J (2020). The Face Mask and the Embodiment of Stigma.
Abstract:
The Face Mask and the Embodiment of Stigma
The COVID-19 pandemic has spawned a rare opportunity to study some latent social structures using data science. The Chinese government and its people have been blamed for the outbreak of the virus. Face mask wearing can signal an embodied stigma and Chinese people living outside China have been subject to discrimination, assault, and other hate crimes, particularly at the early stages of the crisis. However, as we accumulate more evidence surrounding mask use, the stigma is shifting. As more scientific data become available and people leave even more information on social media during the lockdown, data science can help better understand the trajectories of the stigma. The insights generated have implications for anti-stigma interventions for future undesirable conditions and diseases.
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Author URL.
Kim M, Dillon J, Song J (2020). The Factors and Features of Museum Fatigue in Science Centres Felt by Korean Students.
Research in Science Education,
50(2), 419-436.
Abstract:
The Factors and Features of Museum Fatigue in Science Centres Felt by Korean Students
© 2018, Springer Science+Business Media B.V. part of Springer Nature. One of the objectives of science education in science centres has been the enhancement of interest in science. However, museum fatigue has a negative impact on interest. Museum fatigue has been described as physical tiredness or a decrease in visitors’ interest in a museum. The learning experience of students in science centres is also influenced by museum fatigue. The purpose of this study is to identify the phenomena of museum fatigue in science centres and to identity how it is manifested. First, we identified the factors causing museum fatigue in science centres using the data from an open-ended questionnaire which was given to 597 primary, middle and high school students in South Korea. From the responses to the questionnaire, 50 factors causing museum fatigue in science centres were identified. A second Likert-type questionnaire with the 50 factors of museum fatigue in science centres was administered to 610 primary, middle and high school students in South Korea. Using reliability and factor analyses, we developed a framework of the factors causing museum fatigue in science centres, which consists of three contexts, 12 categories and 50 factors. Secondly, through statistical analyses including T test and ANOVA analysis, the features of students’ museum fatigue in science centres were analysed and compared regarding student gender, school level, interest in science, grade of school science, the number of visits, and type of visit. The results, which were found to be statistically significant, are reported and discussed. The findings of this study are intended to serve for a deeper understanding and practical improvement of science learning in science centres.
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2019
Dillon J, Wong V (2019). Crossing the boundaries: Collaborations between mathematics and science departments in English secondary (high) schools.
Research in Science and Technological Education Full text.
Philpotts I, Dillon J, Rooney N (2019). Improving the welfare of companion dogs—Is owner education the solution?.
Animals,
9(9).
Abstract:
Improving the welfare of companion dogs—Is owner education the solution?
© 2019 by the authors. Licensee MDPI, Basel, Switzerland. Vets, animal welfare charities, and researchers have frequently cited educating owners as a necessity for improving the welfare of companion dogs. The assumption that improving an owner’s knowledge through an education intervention subsequently results in improvements in the welfare of the dog appears reasonable. However, the complexity of dog welfare and dog ownership and the context in which these relationships occur is rapidly changing. Psychology has demonstrated that humans are complex, with values, attitudes, and beliefs influencing our behaviours as much as knowledge and understanding. Equally, the context in which we individuals and our dogs live is rapidly changing and responding to evolving societal and cultural norms. Therefore, we seek to understand education’s effectiveness as an approach to improving welfare through exploring and understanding these complexities, in conjunction with the relevant research from the disciplines of science education and communication. We argue that well designed and rigorously evaluated education interventions can play a part in the challenge of improving welfare, but that these may have limited scope, and welfare scientists could further consider extending cross-disciplinary, cross-boundary working, and research in order to improve the welfare of companion dogs.
Abstract.
Knowler HL, Lazar I, Cortese D, Dillon JS (2019). TO WHAT EXTENT CAN THE EXPERIENCE OF OUTDOOR LEARNING CONTEXTS PREVENT PERMANENT SCHOOL EXCLUSION FOR OLDER LEARNERS? a VISUAL ANALYSIS. EDULEARN19. 1st - 3rd Jul 2019.
Abstract:
TO WHAT EXTENT CAN THE EXPERIENCE OF OUTDOOR LEARNING CONTEXTS PREVENT PERMANENT SCHOOL EXCLUSION FOR OLDER LEARNERS? a VISUAL ANALYSIS
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Zeyer A, Dillon J (2019). The role of empathy for learning in complex Science.
International Journal of Science Education,
41(3), 297-315.
Abstract:
The role of empathy for learning in complex Science
© 2018, © 2018 the Author(s). Published by Informa UK Limited, trading as Taylor. &. Francis Group. Recent research on motivation to learn science shows that science teaching usually supports students’ systemising, but not their empathising cognition. In this paper we argue that empathy, with due caution, should be emphasised in science learning more seriously and consistently, particularly in a Science|Environment|Health pedagogy that aims at fostering the mutual benefit between the three interlinked educational fields. After briefly recapitulating research results about the empathising-systemising (E-S) theory and motivation to learn science, the paper describes the science of empathy and then reflects on the opportunities and challenges of introducing empathy into science teaching. Many studies of effective science learning can be found that involve empathising, though this usually is not made explicit. Thus, bringing empathy into play sheds another light on successful science learning and helps in unfolding its full potential. Moreover, considerations about the role of values in science education entail the insight that, when it comes to complex socio-scientific issues, including empathy is not only useful, but actually vital. The concept of reflective equilibrium, taken from applied ethics, provides a framework for the consideration of both systematic and empathic aspects in science teaching. This undervalued approach promises to involve all students and is therefore a genuine science for all approach.
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Dillon J (2019). University declarations of environment and climate change emergencies. Environmental Education Research, 25(5), 613-614.
Dillon J, Wong V (2019). ‘Voodoo maths’, asymmetric dependency and maths blame: Why collaboration between school science and mathematics teachers is so rare.
International Journal of Science Education Full text.
2017
Davies BR, Leung AN, Dunne SM, Dillon J, Blum IR (2017). Bespoke video vignettes - an approach to enhancing reflective learning developed by dental undergraduates and their clinical teachers.
Eur J Dent Educ,
21(1), 33-36.
Abstract:
Bespoke video vignettes - an approach to enhancing reflective learning developed by dental undergraduates and their clinical teachers.
This study explores the selective use of video as a medium to support reflective processes as related to dental undergraduate learning. With the objective of developing and enhancing high-quality adult dental care, the use of compiled video materials created in an undergraduate clinical setting was investigated. Video cameras were used to capture elements of reflection-in-action and reflection-on-action typically found during everyday clinical practice. 'Gold standard' or 'textbook outcomes' are rarely, if ever, fully achieved in dental practice. Real-life clinical experiences offer challenges and opportunities for both teachers and students to engage with reflective learning processes. The materials generated allowed for an experience of individual reflective learning and the creation of a data bank or archive with potential use for the benefit of a wider student cohort. Various aspects of the students' views and comments on the process of reflection were reported and explored by means of a semi-structured focus group moderated by a linked educational advisor.
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Dillon J, Braus J, Sarabhai K, De Carvalho LM (2017). Foreword. In (Ed) , 1-2.
Coles A, Dillon J, Gall M, Hawkey K, James J, Kerr D, Orchard J, Tidmarsh C, Wishart J (2017). Towards a teacher education for the Anthropocene. In Corcoran P, Weakland J, Wals A (Eds.)
Envisioning Futures for Environmental and Sustainability Education, Wageningen Academic Publishers, Wageningen, the Netherland, 73-85.
Abstract:
Towards a teacher education for the Anthropocene
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Egg J, Kapelari S, Dillon J (2017). Visualising social network structures in the training of professional learning communities of educators in informal and formal settings. In (Ed)
Preparing Informal Science Educators: Perspectives from Science Communication and Education, 269-288.
Abstract:
Visualising social network structures in the training of professional learning communities of educators in informal and formal settings
Abstract.
2016
Tasquier G, Levrini O, Dillon J (2016). Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change.
International Journal of Science Education,
38(4), 539-563.
Abstract:
Exploring students’ epistemological knowledge of models and modelling in science: results from a teaching/learning experience on climate change
The scientific community has been debating climate change for over two decades. In the light of certain arguments put forward by the aforesaid community, the EU has recommended a set of innovative reforms to science teaching such as incorporating environmental issues into the scientific curriculum, thereby helping to make schools a place of civic education. However, despite these European recommendations, relatively little emphasis is still given to climate change within science curricula. Climate change, although potentially engaging for students, is a complex topic that poses conceptual difficulties and emotional barriers, as well as epistemological challenges. Whilst the conceptual and emotional barriers have already been the object of several studies, students’ reactions to the epistemological issues raised by climate changes have so far been rarely explored in science education research and thus are the main focus of this paper. This paper describes a study concerning the implementation of teaching materials designed to focus on the epistemological role of ‘models and the game of modelling’ in science and particularly when dealing with climate change. The materials were implemented in a course of 15 hours (five 3-hour lessons) for a class of Italian secondary-school students (grade 11; 16–17 years old). The purpose of the study is to investigate students’ reactions to the epistemological dimension of the materials, and to explore if and how the material enabled them to develop their epistemological knowledge on models.
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Dillon J, Stevenson RB, Wals AEJ (2016). Introduction to the special section Moving from Citizen to Civic Science to Address Wicked Conservation Problems. Corrected by erratum 12844. Conservation Biology, 30(3), 450-455.
Dillon J (2016). Leadership is the key to sustainable schools. MyAcademy, Spring/Summer, 78-79.
Wong V, Dillon J, King H (2016). STEM in England: meanings and motivations in the policy arena.
International Journal of Science Education,
38, 2346-2366.
Abstract:
STEM in England: meanings and motivations in the policy arena
STEM, an acronym for science, technology, engineering and mathematics, is widely used in science education. There is confusion, however, as to its provenance and meaning which is potentially problematic. This study examines the purpose and underlying philosophy of STEM practice in education in England and asks if there are differences in perceptions of STEM between science and mathematics educator stakeholders. The study’s contribution to the literature is its unusual focus on those who were responsible for making and enacting national STEM policy. A two-phase qualitative approach was followed comprising an analysis of government documentation related to STEM initiatives together with semi-structured interviews with 21 key contributors to the science and mathematics education discourse in England. Using thematic analysis, recurring patterns were identified in the data. Findings suggest that there is a disconnect between the interpretations of the science and mathematics educators with a danger/advantage dichotomy to participation in STEM being perceived by the mathematics educators. Potential danger did not appear to be felt by science educators, possibly as science was perceived as dominant in STEM discourse. Broader early aims of the architects of the STEM agenda, including those of increasing diversity among STEM students, gave way to a focus on numbers of post-16 physics and mathematics students. We conclude that if the term STEM is to continue to be used then there is a need for greater clarity about what it represents in educational terms and a wider debate about its compatibility with the aims of science education for all.
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Dillon J (2016).
Towards a Convergence Between Science and Environmental Education the Selected Works of Justin Dillon., Taylor & Francis.
Abstract:
Towards a Convergence Between Science and Environmental Education the Selected Works of Justin Dillon
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Dillon J (2016).
Towards a Convergence Between Science and Environmental Education the selected works of Justin Dillon., Routledge.
Abstract:
Towards a Convergence Between Science and Environmental Education the selected works of Justin Dillon
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2015
Regan E, Dillon J (2015). A Place for STEM: Probing the Reasons for Undergraduate Course Choices. In Henriksen EK, Dillon J, Ryder J (Eds.) Understanding Student Participation and Choice in Science and Technology Education, Springer, 119-134.
Henriksen EK, Dillon J, Pellegrini G (2015). Improving participation in science and technology higher education: Ways forward. In (Ed)
Understanding Student Participation and Choice in Science and Technology Education, 367-377.
Abstract:
Improving participation in science and technology higher education: Ways forward
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Dillon J (2015). Innovation in out-of-school science.
School Science Review,
358, 57-62.
Abstract:
Innovation in out-of-school science
Taking the view that practical activities provide learning experiences in which students interact with materials or with secondary sources of data to observe and understand the natural world, this article demonstrates how and why science can be taught outside the classroom. Examples are given of successful projects involving schools, museums, science centres and botanic gardens from the UK and elsewhere.
Abstract.
Evagorou M, Dillon J, Viiri J, Albe V (2015). Pre-service Science Teacher Preparation in Europe: Comparing Pre-service Teacher Preparation Programs in England, France, Finland and Cyprus.
Journal of Science Teacher Education,
26(1), 99-115.
Abstract:
Pre-service Science Teacher Preparation in Europe: Comparing Pre-service Teacher Preparation Programs in England, France, Finland and Cyprus
© 2015, the Association for Science Teacher Education, USA. A number of reports recently identify that the quality of science education in a number of European countries is lower than expected. One of the reasons for the apparent underachievement in this generally economically prosperous continent might be a pedagogy of science that lacks variety, or a pedagogy that is less engaging than other subjects. Given the diversity of European education systems, the purpose of this paper is to present aspects of four pre-service teacher preparation programs illustrating the similarities and differences that emerge. Specifically, we present the teacher preparation programs in England, Finland, France and Cyprus.
Abstract.
Corrigan D, Buntting C, Dillon J, Jones A, Gunstone R (2015). Preface. In (Ed) , v-vii.
Buntting C, Gunstone R, Corrigan D, Dillon J, Jones A (2015). The future in learning science: Themes, issues and big ideas. In (Ed) The Future in Learning Science: What's in it for the Learner?, 1-17.
Henriksen EK, Dillon J, Ryder J (2015). Understanding student participation and choice in science and technology education. In (Ed)
, 1-412.
Abstract:
Understanding student participation and choice in science and technology education
Abstract.
2014
Zhai J, Dillon J (2014). Communicating Science to Students: Investigating professional botanic garden educators' talk during guided school visits.
Journal of Research in Science Teaching,
51(4), 407-429.
Abstract:
Communicating Science to Students: Investigating professional botanic garden educators' talk during guided school visits
Botanic gardens are popular destinations for school visits to learn about plant-based science. However, little is known about teaching and learning in such settings, in particular about school visits guided by professional botanic garden educators (BGEs). The purpose of this study was to identify the pedagogical moves of the BGEs during guided school visits. More specifically, this study follows a qualitative research design, investigating six elementary school groups (7- to 11-years old) guided by three BGEs. The guided visits were videotaped and the transcripts analyzed in order to find out the patterns of the BGE and student discourse. The findings from this study indicate that although BGE-student dialogic interactions occasionally occurred, a non-interactive/authoritative communicative approach was the more common practice of the BGEs when communicating science to students. However, the components of storytelling and the use of analogies identified have a great potential for enriching the explanatory talk of the BGEs. The results of this study suggest that the dynamics of discourse during guided school visits were shaped by both the BGEs and students through the shift of power during this discourse.
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Wals AEJ, Brody M, Dillon J, Stevenson RB (2014). Convergence between science and environmental education.
Science,
344(6184), 583-584.
Abstract:
Convergence between science and environmental education
Citizen science and concerns about sustainability can catalyze much-needed synergy between environmental education and science education.
Abstract.
Dillon J (2014). Environmental education. In (Ed) Handbook of Research on Science Education, Volume II, 497-514.
Zeyer A, Dillon J (2014). Science{pipe}Environment{pipe}Health-Towards a reconceptualization of three critical and inter-linked areas of education. International Journal of Science Education, 36(9), 1409-1411.
Regan E, Vergou A, Kapelari S, Willison J, Dillon J, Bromley G, Bonomi C (2014). Strategies for Embedding Inquiry-Based Teaching and Learning in Botanic Gardens: Evidence from the Inquire project. In Blessinger P, Carfora JM (Eds.) Inquiry-Based Learning for Faculty and Institutional Development, Emerald Group Publishing Limited.
Dillon J (2014). The benefits of engaging with nature through learning in natural environments.
Ecos,
35(2), 22-30.
Abstract:
The benefits of engaging with nature through learning in natural environments
Learning in the natural environment has a number of direct and indirect benefits. So why are so many children denied opportunities to engage with nature?.
Abstract.
Tomei A, Dillon J, Dawson E (2014). United Kingdom: an example of the impact of high stakes accountability regimes on STEM education. In (Ed) The Age of STEM: Educational policy and practice across the world in Science, Technology, Engineering and Mathematics, 161-177.
2013
Dillon J (2013). Barriers and benefits to learning in natural environments: Towards a reconceptualisation of the possibilities for change. Cosmos, 8, 153-166.
Wals AEJ, Dillon J (2013). Conventional and emerging learning theories: Implications and choices for educational researchers with a planetary consciousness. In (Ed) International Handbook of Research on Environmental Education, 253-261.
Seakins A, Dillon J (2013). Exploring Research Themes in Public Engagement Within a Natural History Museum: a Modified Delphi Approach.
International Journal of Science Education, Part B: Communication and Public Engagement,
3, 52-76.
Abstract:
Exploring Research Themes in Public Engagement Within a Natural History Museum: a Modified Delphi Approach
The primacy of the research question in designing studies affords an opportunity for enhancing collaborations between researchers and ‘practitioners’. This paper describes the use of a modified Delphi technique to co-generate research questions for a collaborative research study co-funded by a university and a natural history museum. Nine staff from the Science and the Public Engagement groups took part in a process which involved an initial workshop followed by 2 email rounds of ranking potential research themes. The process enabled the museum staff to engage with the relevant literature and to share ideas and priorities for a doctoral research study. As a result, the modified Delphi technique is proposed as a tool for bridging research and practice, building on earlier discussions and research agendas in the field, to identify research themes of importance to practitioners and stakeholders and not only to scholars and academics.
Abstract.
Stevenson RB, Wals AEJ, Brody M, Dillon J (2013). Introduction: an orientation to environmental education and the handbook. In (Ed) International Handbook of Research on Environmental Education, 1-6.
Dillon J, Heimlich JE, Kelsey E (2013). Research on learning processes in environmental education.
Wals AEJ, Stevenson RB, Brody M, Dillon J (2013). Tentative directions for environmental education research in uncertain times. In (Ed) International Handbook of Research on Environmental Education, 542-547.
Stevenson RB, Dillon J, Wals AEJ, Brody M (2013). The evolving characteristics of environmental education research. In (Ed) International Handbook of Research on Environmental Education, 512-517.
Dewitt J, Osborne J, Archer L, Dillon J, Willis B, Wong B (2013). Young children’s aspiration in Science.
International Journal of Science Education,
35, 1037-1063.
Abstract:
Young children’s aspiration in Science
Students’ lack of interest in studying science and in science-related careers is a concern in the UK and worldwide. Yet there is limited data, particularly longitudinal, on the sources and development of science-related aspirations. In response, the ASPIRES (Science Aspirations and Career Choice: Age 10–14) longitudinal study is investigating the development of students’ educational and occupational aspirations over time. In the first phase of the project, a questionnaire exploring science-related aspirations and interests was completed by over 9,000 primary school students across England. This survey allowed us to explore possible associations between attitudes and aspirations, links which have not been investigated in previous attitudinal studies of this scope. Overall, students expressed positive attitudes to science, reported positive parental attitudes to science and held very positive images of scientists. Multilevel modelling analyses revealed that aspirations in science were most strongly related to parental attitudes to science, attitudes to school science and self-concept in science, and are also associated with students’ gender, ethnicity and cultural capital. However, the images students held of scientists were not as closely related to aspirations. These factors are discussed in more detail within the paper, alongside a consideration of possible school-related effects.
Abstract.
Archer L, Dewitt J, Osborne J, Dillon J, Wong B (2013). ’Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations.
Journal of Pedagogy, Culture and Society,
21, 171-194.
Abstract:
’Not girly, not sexy, not glamorous’: primary school girls’ and parents’ constructions of science aspirations
Internationally, there is widespread concern about the need to increase participation in the sciences (particularly the physical sciences), especially among girls/women. This paper draws on data from a five-year, longitudinal study of 10–14-year-old children’s science aspirations and career choice to explore the reasons why, even from a young age, many girls may see science aspirations as ‘not for me’. We discuss data from phase one – a survey of over 9000 primary school children (aged 10/11) and interviews with 92 children and 78 parents, focusing in particular on those girls who did not hold science aspirations. Using a feminist poststructuralist analytic lens, we argue that science aspirations are largely ‘unthinkable’ for these girls because they do not fit with either their constructions of desirable/intelligible femininity nor with their sense of themselves as learners/students. We argue that an underpinning construction of science careers as ‘clever’/‘brainy’, ‘not nurturing’ and ‘geeky’ sits in opposition to the girls’ self-identifications as ‘normal’, ‘girly’, ‘caring’ and ‘active’. Moreover, we suggest that this lack of fit is exacerbated by social inequalities, which render science aspirations potentially less thinkable for working-class girls in particular. The paper concludes with a discussion of potential implications for increasing women’s greater participation in STEM (Science, Technology, Engineering and Mathematics).
Abstract.
2012
Archer L, Dewitt J, Osborne J, Dillon J, Willis B, Wong B (2012). "Balancing acts'': Elementary school girls' negotiations of femininity, achievement, and science.
Science Education,
96(6), 967-989.
Abstract:
"Balancing acts'': Elementary school girls' negotiations of femininity, achievement, and science
There is international concern over persistent low rates of participation in postcompulsory science-especially the physical sciences-within which there is a notable underrepresentation of girls/women. This paper draws on data collected from a survey of more than 9,000 10/11-year-old pupils and 170 interviews (with 92 children and 78 parents) from a 5-year study of children's science aspirations and career choice in England, to explore how gender interacts with girls' science aspirations. The research found that even though most children aged 10/11 years enjoy science, the majority already see science careers as "not for me." Using a feminist poststructuralist theoretical lens, this paper explores the identity work undertaken by the minority of girls who do identify with science and who express science aspirations at this age. It is argued that dominant associations of science with "cleverness" and masculinity pressurize girls to balance their science aspirations with performances of popular heterofemininity to render them "thinkable" (and that this occurs only within narrow parameters, through identity performances as either "feminine scientists" or "bluestocking scientists"). The paper concludes by discussing potential challenges girls may face in sustaining "thinkable" identifications with science and wider implications for encouraging greater female participation in science, technology, engineering, and mathematics. © 2012 Wiley Periodicals, Inc.
Abstract.
Dillon J, Hobson M (2012). Communicating global climate change: Issues and dilemmas. In (Ed) Communication and Engagement with Science and Technology: Issues and Dilemmas: a Reader in Science Communication, 215-228.
Russell C, Dillon J, Breunig M (2012). Environmental Education – a Reader., Peter Lang.
King H, Dillon J (2012). Learning in Informal Settings. In Seel N (Ed) Encyclopedia of the Sciences of Learning, Springer, 1905-1908.
Archer L, Dewitt J, Osborne J, Dillon J, Willis B, Wong B (2012). Science Aspirations, Capital, and Family Habitus.
American Educational Research JournalAbstract:
Science Aspirations, Capital, and Family Habitus
Low participation rates in the study of science, technology, engineering, and mathematics (STEM) post-16 are a matter of international concern. Existing evidence suggests children’s science aspirations are largely formed within the critical 10 to 14 age period. This article reports on survey data from over 9,000 elementary school children in England (age 10/11) and qualitative data from 160 semi-structured interviews (92 children aged 10/11 and 78 parents), collected as part of an ongoing 5-year longitudinal study in the United Kingdom tracking children from 10 to 14. Drawing on the conceptual framework of Bourdieu, the article explores how the interplay of family habitus and capital can make science aspirations more
Abstract.
Jorde D, Dillon J (2012).
Science education research and practice in Europe: Retrosspective and prospecctive.Abstract:
Science education research and practice in Europe: Retrosspective and prospecctive
Abstract.
Zeyer A, Dillon J (2012). Science environment health – towards a reconceptualization of three critical and inter-linked areas of education. International Journal of Science Education, 34(2), 327-328.
Dillon J (2012). Science, environment and health education: Towards a reconceptualisation of their mutual interdependences. In (Ed)
Science / Environment / Health: Towards a Renewed Pedagogy for Science Education, 87-101.
Abstract:
Science, environment and health education: Towards a reconceptualisation of their mutual interdependences
Abstract.
Dillon J (2012). Science, society and sustainability: education and empowerment for an uncertain world. Environmental Education Research, 18, 727-731.
2011
Corrigan D, Gunstone R, Dillon J (2011). Approaches to considering the professional knowledge base of science teachers. In (Ed)
The Professional Knowledge Base of Science Teaching, 1-11.
Abstract:
Approaches to considering the professional knowledge base of science teachers
Abstract.
Evagorou M, Dillon J (2011). Argumentation in the teaching of science. In (Ed)
The Professional Knowledge Base of Science Teaching, 189-203.
Abstract:
Argumentation in the teaching of science
Abstract.
Dillon J (2011). Becoming a Teacher: Issues in Secondary Education, 4th edition., Open University Press.
Bevan B, Dillon J (2011). Broadening views of learning: developing educators for the 21st Century through an international research partnership at the Exploratorium and King’s College London. The New Educator, 6, 167-180.
Dillon J, Lewenstein B (2011). Citizen Science: Innovation in Environmental Education Research: Emerging Trans-disciplinary Perspectives. In Lewenstein B (Ed) Innovation in Environmental Education Research: Emerging Trans-disciplinary Perspectives, Peter Lang.
Dillon J (2011). Communicating global climate change: issues, policy, actions and dilemmas: Communication for Engagement in Science and Technology. In Stocklmayer S (Ed) Communication for Engagement in Science and Technology, Routledge.
Dillon J (2011). Controversial issues: teachers’ attitudes and practices in the context of citizenship education: Current Issues and Controversies in School and Community Health, Sport and Physical Education. In Dea JO (Ed) Current Issues and Controversies in School and Community Health, Sport and Physical Education, Unknown Publisher.
Tobin K, Rennie L, Venville G, Chu HE, Fensham P, Gallagher J, Duit R, Graeber W, van den Berg E, Hand B, et al (2011). David F. Treagust: Congenial soul, science educator, and international research leader.
Cultural Studies of Science Education,
6(3), 783-793.
Abstract:
David F. Treagust: Congenial soul, science educator, and international research leader
For almost a half century David F. Treagust has been an exemplary science educator who has contributed through his dedication and commitments to students, curriculum development and collaboration with teachers, and cutting edge research in science education that has impacted the field globally, nationally and locally. A hallmark of his outstanding career is his collaborative style that inspires others to produce their best work. © 2011 Springer Science+Business Media B.V.
Abstract.
Dillon J, Maguire M, Manning A (2011). Education, schools and cities. In Dillon J, Maguire M (Eds.) Becoming a Teacher (4th edition), Open University Press, 142-156.
Dillon J (2011). Environmental Education – a Primer., Peter Lang.
Krasny M, Dillon J, Lewenstein B (2011). Innovation in Environmental Education Research: Emerging Trans-disciplinary Perspectives., Peter Lang.
Brody M, Dillon J, Stephenson B, Wals A (2011). International Handbook of Research in Environmental Education., AERA.
Gunstone R, Corrigan D, Dillon J (2011). Preface.
Dillon J (2011). Science Communication—A UK perspective. International Journal of Science Education, Part B, 1(1), 5-8.
Dillon J (2011). Teaching science outside the classroom. In Toplis R (Ed) How Science Works, Routledge, 134-147.
Corrigan D, Dillon J, Gunstone R (2011). The Professional Knowledge Base of Science Teaching., Springer.
2010
Archer L, Dewitt J, Osborne J, Dillon J, Willis B, Wong B (2010). "Doing" science versus "being" a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity.
Science Education,
94(4), 617-639.
Abstract:
"Doing" science versus "being" a scientist: Examining 10/11-year-old schoolchildren's constructions of science through the lens of identity
The concern about students' engagement with school science and the numbers pursuing the further study of science is an international phenomenon and a matter of considerable concern among policy makers. Research has demonstrated that the majority of young children have positive attitudes to science at age 10 but that this interest then declines sharply and by age 14, their attitude and interest in the study of science has been largely formed. This paper reports on data collected as part of a funded 5-year longitudinal study that seeks to determine how students' interest in science and scientific careers evolves. As an initial part of the study, six focus group discussions were undertaken with schoolchildren, age 10-11, to explore their attitudes toward science and interest in science, the findings of which are presented here. The children's responses are analyzed through the lens of identity, drawing on a theoretical framework that views identity as an embodied and a performed construction that is both produced by individuals and shaped by their specific structural locations. This work offers new insights into the manner in which students construct representations of science and scientists. © 2010 Wiley Periodicals, Inc.
Abstract.
Jorde D, Dillon J (2010). A Handbook of Science Education in Europe., Sense.
Dillon J, Huang J (2010). Education for sustainable development: Opportunity or threat?. School Science Review, 39-44.
Dillon J (2010). Effective practical science. School Science Review, 37-39.
Dillon J, Stevenson R (2010). Engaging Environmental Education: Learning, Culture and Agency., Sense.
Dillon J, Russell C (2010). Environmental education and STEM education: new times, new alliances?/Formation environnementale et formation en sciences, technologies, ingénierie et mathématiques: temps nouveaux et alliances nouvelles?. Canadian Journal of Science, Mathematics and Technology Education, 1-12.
Osborne J, Dillon J (2010). Good Practice in Science Teaching., Open University Press.
Dillon J, Osborne J (2010). How Science Works: What is the nature of scientific reasoning and what do we know about students’ understanding?: Good Practice in Science Teaching. In Dillon J (Ed) Good Practice in Science Teaching, Open University Press, 20-45.
Kelsey E, Dillon J (2010). If the Public knew better, they would Act better?: the Pervasive Power of the Myth and the Ignorant Public. In Stevenson RB, Dillon J (Eds.) Engaging Environmental Education, Sense, 99-110.
Dillon J (2010). Introduction to Issues in Learning, Culture and Agency in Environmental Education. In Stevenson RB, Dillon J (Eds.) Engaging Environmental Education, Sense, 3-10.
Dillon J, Osborne J (2010). Partnerships in science education: Why science education should not be kept inside schools. International Journal of Science Education
Dillon J (2010). Teaching science as argumentation – an unexplored area: the Professional Knowledge Base of Science Teaching. In Gunstone R (Ed) The Professional Knowledge Base of Science Teaching, Springer, 0-0.
Dillon J (2010). Towards inspirational science for all…. Education in Science
Ardoin N, Dillon J (2010). Unfinished business: writing as if you’re dying. Canadian Journal of Environmental Education
Dillon J, Russell C (2010). [Re-]Thinking Environmental Education., Peter Lang.
2009
Coll RK, Chang WH, Dillon J, Justi R, Mortimer E, Tan KCD, Treagust DF, Paul W (2009). An international perspective of monitoring educational research quality: Commonalities and differences. In (Ed)
Quality Research in Literacy and Science Education: International Perspectives and Gold Standards, 107-137.
Abstract:
An international perspective of monitoring educational research quality: Commonalities and differences
Abstract.
Dillon JS (2009). Approaching ‘soft disasters’ in the classroom: teaching about controversial issues in science, technology, society, and environment education. In (Ed) International Handbook of Research and Development in Technology Education, Sense Publishers, 297-306.
Manning A, Glackin M, Dillon J (2009). Creative science lessons? Prospective teachers reflect on good practice. School Science Review, 90, 53-58.
Nundy S, Dillon J, Dowd P (2009). Improving and encouraging teacher confidence in out-of-classroom learning: the impact of the Hampshire Trailblazer project on 3–13 curriculum practitioners.
Education 3-13,
37, 61-73.
Abstract:
Improving and encouraging teacher confidence in out-of-classroom learning: the impact of the Hampshire Trailblazer project on 3–13 curriculum practitioners
Outdoor education continues to play an important role in helping to deliver the school curriculum. Recent UK government initiatives have encouraged schools to deliver more of the curriculum outside the classroom. However, teacher confidence in taking pupils outside has been negatively affected by many factors in recent years. The Hampshire Trailblazer project has been set up to provide a supporting framework for a structured programme of activities designed for primary and secondary school students. In this study, four focus groups of 3–13 curriculum practitioners were asked to discuss aspects of the scheme including its impact on students, their perceptions of its benefits to them and barriers to implementing the scheme. The findings of the study indicate that it provides opportunities to develop educators’ self-efficacy and thus to change teachers’ behaviours making them more able to use innovative pedagogies and more confident to take students beyond the confines of the classroom.
Abstract.
Dillon J (2009). On scientific literacy and curriculum reform.
International Journal of Science Education, Part B: Communication and Public Engagement,
4, 201-213.
Abstract:
On scientific literacy and curriculum reform
Since the first use of ’scientific literacy’ in the late 1950s, numerous science educators and policy makers have reconceptualised the term to such an extent that it has been described as being ’ill-defined and diffuse’. Despite this lack of clarity, the term is the focus of curriculum standards in many countries and is at the heart of international comparisons of student attainment including the Organisation for Economic Cooperation and Development’s (OECD) Programme for International Student Assessment (PISA) study. Uncritical use of the term masks the existence of deep-seated philosophical clashes that hinder reform of science education in many countries throughout the world. © 2009 IJESE.
Abstract.
Anthony RJ, Yore LD, Coll RK, Dillon J, Chiu MH, Fakudze C, Grimberg I, Wang BJ (2009). Research ethics boards and the gold standard(s) in literacy and science education research. In (Ed)
Quality Research in Literacy and Science Education: International Perspectives and Gold Standards, 511-557.
Abstract:
Research ethics boards and the gold standard(s) in literacy and science education research
Abstract.
2008
Joslin P, Stiles KS, Marshall JS, Anderson OR, Gallagher JJ, Kahle JB, Fensham P, Lazarowitz R, Rennie LJ, Fraser B, et al (2008). NARST: a lived history.
Cultural Studies of Science Education,
3(1), 157-207.
Abstract:
NARST: a lived history
In this Forum, we construct a history of the National Association for Research in Science Education (NARST) through the analysis of documents and through the personal perspectives of individuals. The history of NARST is inseparable from the biography of the individuals through whose lives it was produced and reproduced. The history of NARST is a living history that both shapes and was shaped by the biographies of its members. © 2007 Springer Science+Business Media B.V.
Abstract.
Osborne J, Dillon J, Nuffield F (2008). Science education in Europe.
2007
Dillon JS (2007). An organic intellectual?: on science, education, and the environment. In (Ed) The Culture of Science Education - its History in Person, Sense Publishers:.
Dillon J (2007). Becoming a Teacher., Open University Press.
King H, Dillon J (2007). Criteria of innovation and quality., European Science Education Initiative.
King H, Dillon J (2007). Elements of evaluation., European Science Education Initiative.
Dillon J (2007). Motivating science. Science communication from a philosophical, educational and cultural perspective. Public Understanding of Science, 16, 113-115.
Osborne J, Dillon J (2007). Research on learning in informal contexts: Advancing the field?. International Journal of Science Education, 29, 1441-1445.
Dillon JS, Reid A (2007). Science, the environment and citizenship: teaching values at Minstead Study Centre. In (Ed) The Re-Emergence of Values in Science Education, Sense Publishers.
Dillon JS (2007). The Messy Process of Research: Dilemmas, Process, and Critique. Canadian Journal of Environmental Education, 110-126.
Corrigan D, Dillon J, Gunstone R (2007). The Re-emergence of Values in Science Education., Sense Pubications.
Meyers RB, Brody M, Dillon J, Hart P, Krasny M, Monroe M, Russell C, Wals A (2007). Towards creating an inclusive community of researchers: the first three years of the North American Association for Environmental Education research symposium. Environmental Education Research, 13(5), 639-661.
2006
Dillon J, Wals A (2006). On the dangers of blurring methods, methodologies and ideologies in environmental educational research. Environmental Education Research, 12, 549-558.
Dillon J, Rickinson M, Teamey K, Choi MY, Benefield P (2006). The value of outdoor learning: evidence from research in the UK and elsewhere. School Science Review, 87, 107-111.
2005
Dillon J, Donnell LO, Rikinson M (2005). Engaging and Learning with the Outdoors – the Final Report of the Outdoor Classroom in a Rural Context Action Research Projec., Unknown Publisher.
Dillon J, Rickinson M, Sanders D, Teamey K (2005). On food, farming and land management: Towards a research agenda to reconnect urban and rural lives.
International Journal of Science Education,
27(11), 1359-1374.
Abstract:
On food, farming and land management: Towards a research agenda to reconnect urban and rural lives
Science education has a key role to play in helping people to develop their understanding of the local and global dimensions of food, farming and land management. Based on a review of the literature on what is known about young people's (3-19) views towards and learning about these topics, a research agenda is outlined for consideration by the science education research community. © 2005 Taylor & Francis.
Abstract.
Dillon JS (2005). ‘Silent Spring’: Science, the environment and society. School Science Review, 86, 113-118.
2004
Rickinson M, Dillon J, Teamey K, Choi MY, Benefield P (2004). A Review of Research on Outdoor Learning., Unknown Publisher.
Oulton C, Day V, Dillon J, Grace M (2004). Controversial issues - teachers’ attitudes and practices in the context of citizenship education.
Oxford Review of Education,
30, 489-507.
Abstract:
Controversial issues - teachers’ attitudes and practices in the context of citizenship education
Current conceptions of citizenship favour public involvement in dialogue on controversial issues such as GM food. ’Students with higher levels of civic knowledge are more likely to expect to participate in political and civic activities as adults’ (Kerr et al. 2003, p. 4). Young people need to be aware of the nature of controversy and be able to see how arguments are constructed to sway our opinions if they are to be fully scientifically literate. A survey of the literature suggests that the principles and methods relating to the teaching of controversial issues are themselves controversial. This irony is more relevant to teachers now than ever before. In England, the teaching of ’Citizenship’ has been compulsory for students aged 11-16 in the state sector since September 2002. As it is currently framed, ’Citizenship’ includes education for sustainable development and the teaching of the nature of controversy. This paper explores the issue of teachers’ readiness to use controversial issues in the classroom, and reports on research involving focus groups and questionnaires. We suggest that many teachers are under-prepared and feel constrained in their ability to handle this aspect of their work. We conclude by offering a set of foci for developing support materials to help teachers be more effective at teaching controversial issues.
Abstract.
Reid A, Dillon J (2004). Issues in case-study methodology in investigating environmental and sustainability issues in higher education: towards a problem-based approach?. Environmental Education Research, 10, 23-37.
Oulton C, Dillon J, Grace MM (2004). Reconceptualizing the teaching of controversial issues.
International Journal of Science Education,
26, 411-423.
Abstract:
Reconceptualizing the teaching of controversial issues
Science has a role to play in the resolution of many of the issues deemed controversial in all societies. However, evidence of a lack of public confidence in science and scientists as effective problem-solvers continues to accumulate. This paper speculates that this lack of confidence might in part be due to the way in which science educators present controversial issues. In particular, we argue that current approaches to teaching about controversy do not sufficiently acknowledge the nature of the issues themselves. The paper proposes a set of principles as the basis for a reconceptualization of the teaching of controversial issues and gives an example of how they might be applied.
Abstract.
Grace M, Oulton CR, Dillon J (2004). Some critical reflections on the teaching of controversial issues in science education. The Development Education Journal, 10, 3-6.
Teamey K, Dillon J, Reid A (2004). Valuing and utilizing traditional ecological knowledge: tensions in the context of education and the environment. Environmental Education Research, 10, 237-254.
2003
Dillon J, Reed N, Davison P, Halden D (2003). Children’s Attitudes to Sustainable Transport., Unknown Publisher.
Dillon J (2003). Improving the understanding of food, farming and land management amongst school-age children: a literature review., Department for Education and Skills, Nottingham.
Monk M, Dillon J (2003).
Learning to teach science: Activities for student teachers and mentors.Abstract:
Learning to teach science: Activities for student teachers and mentors
Abstract.
Dillon J (2003). On learners and learning in environmental education: Missing theories, ignored communities.
Environmental Education Research,
9, 215-226.
Abstract:
On learners and learning in environmental education: Missing theories, ignored communities
Comments on the article by M. Rickinson (see record 2002-01719-001) concerning a review of empirical studies published during the period 1993-1999 regarding learners and learning in primary or secondary school environmental education (EE). Rickinson is only partially successful in achieving what he sets out to do, and that other, major shortcomings in environmental education theory and research have still to be addressed. Learning theories underlying the empirical research are not examined, and a large body of relevant work in so-called informal education is ignored. (PsycINFO Database Record (c) 2003 APA, all rights reserved)
Abstract.
2002
Dillon J, Gough S, Teamey K (2002). A Report Fit for Children? a Critical Examination of the Work of the UN General Assembly’s Special Session on Children, May 2002. Australian Journal of Environmental Education, 18, 81-86.
Dillon J (2002). Happy Birthday Silent Spring: Towards Reconceptualising Science and the Environment. Australian Journal of Environmental Education, 18, 15-18.
Dillon J (2002). Managing People–The Art of Science Teacher Development.
School Science Review,
84, 17-21.
Abstract:
Managing People–The Art of Science Teacher Development
The Key Stage 3 National Strategy for science offers a set of new challenges to department heads and research indicates that most concerns relate to managing staff. Outlines some ideas from the research literature on effective strategies for managers. (MM)
Abstract.
Dillon J (2002). Managing Teacher Development: the Changing Role of the Head of Department in England. In Fraser-Abde P (Ed) Professional Development in Science Teacher Education, Taylor & Francis Group, 172-186.
Dillon J (2002). Perspectives on environmental education-related research in science education. International Journal of Science Education, 24, 1111-1117.
Dillon J, Teamey K (2002). Reconceptualizing Environmental Education: Taking Account of Reality.
Canadian Journal of Science, Mathematics and Technology Education,
2, 467-483.
Abstract:
Reconceptualizing Environmental Education: Taking Account of Reality
Investigates the pros and cons of integrating environmental education into the school curriculum. Focusing solely on environmental education’s role in the school curriculum ignores a range of factors that affect its efficacy in the majority of the world. Suggests a conceptualization of environmental education that takes into account a range of critical factors at the macro, meso, and micro levels. (Author/KHR)
Abstract.
Dillon J, Sissling S, Watson R, Duschl R (2002). Science teachers as researchers - a model for professional development. School Science Review, 84, 43-46.
Dillon J, Teamey K (2002). Traditional ecological knowledge for learning with sustainability in mind. THE TRUMPETER, JOURNAL OF ECOSOPHY, 18
2001
Dillon J, Maguire M (2001). Becoming a teacher: issues in secondary teaching., Open University Press.
Dillon J, Zhu H (2001). Education for Sustainable Development: a Sino-English Comparative Study in Environmental Education. Journal of Zhejiang University Science B, 2, 342-347.
Dillon J (2001). Excellence in Cities. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 109-119.
Dillon J, Adey P (2001). Inspection. In Dillon J, Maguire M (Eds.) Becoming a Teacher, Open University Press, 74-86.
Dillon J, Teamey K, Gough S (2001). Linking Education, the Environment and Livelihoods. In (Ed) Commonwealth Education Partnerships 2003, Stationery Office, 129-138.
Dillon J, Hindson J, Gough S, Teamey K (2001). Mainstreaming Environmental Education., Unknown Publisher.
Gill P, Dillon J (2001). Risk, environment and health: aspects of policy and practice. School Science Review, 83, 65-73.
2000
Dillon JS, King s College LSOE (2000). A study into the professional views and needs of science teachers in primary and secondary schools in England., King’s College London.
1999
Huaixin Z, Dillon J (1999). Environmental Education in the People's Republic of China: Features, Factors and Trends.
Australian Journal of Environmental Education,
15(2), 37-43.
Abstract:
Environmental Education in the People's Republic of China: Features, Factors and Trends
The genesis and development of environmental education in the People's Republic of China is described. Background information about the education system and about environmental issues are summarised. Some key factors which have proven to be obstacles to progress, in terms of environmental education, are identified and some thoughts about future prospects are outlined. © 1999, Cambridge University Press. All rights reserved.
Abstract.
Dillon J, Kelsey E, Duque‐Aristizabal AM (1999). Identity and Culture: theorising emergent environmentalism. Environmental Education Research, 5(4), 395-405.
1997
Watson JR, Prieto T, Dillon JS (1997). Consistency of students' explanations about combustion.
Science Education,
81(4), 425-443.
Abstract:
Consistency of students' explanations about combustion
This article reports some findings of a study of 14-15-year-old students' ideas about combustion. Patterns of students' explanation across a range of questions are described and analyzed to gain insight into both the degree of consistency of their explanations and how this may affect the processes of conceptual change in students. Data were collected by a questionnaire survey using mainly open questions. Responses were analyzed using systemic networks. Categories from the networks were combined to produce patterns of explanations that could be considered as theories. The general characteristics of these theories, the consistency with which they were used, and implications for teaching and learning are discussed. © 1997 John Wiley & Sons, Inc.
Abstract.
1995
Monk M, Dillon J (1995). From telling to selling: One historical perspective on consultancy in science education. Journal of Education Policy, 10(3), 317-323.
Watson R, Prieto T, Dillon JS (1995). The effect of practical work on students' understanding of combustion.
Journal of Research in Science Teaching,
32(5), 487-502.
Abstract:
The effect of practical work on students' understanding of combustion
This paper describes a study which investigated 14 and 15 year old students' understanding of combustion in both England and Spain, and explores the effect of practical laboratory experience on students' understanding. The teaching and learning styles used with the students in the study were explored using questionnaires and interviews. The students' understanding of combustion was explored using a questionnaire. The responses of English and Spanish students are significantly different. The quality of the responses is explored in terms of the awareness of students of the involvement of gases in combustion, and it appears, however, that the more extensive use of practical work in English schools has had only a marginal effect on their understanding of combustion. Copyright © 1995 Wiley Periodicals, Inc. a Wiley Company
Abstract.
1992
Prieto T, Watson R, Dillon J (1992). Pupils' understanding of combustion.
Research in Science Education,
22(1), 331-340.
Abstract:
Pupils' understanding of combustion
A questionnaire survey of 300, 14 and 15 year-old pupils in England and Spain was carried out to investigate pupils' general ideas about the process of buring and their ideas about specific types of combustion, using open-ended and structured response questions. Pupils' responses were analysed and categories were defined from a classification scheme previously reported by Andersson (1990). A possible model for progression of pupils' ideas about combustion is discussed. © 1992 Australasian Science Education Research Association.
Abstract.