Research

Research interests

I am interested in approaches to science education that engage with school science as a dynamic, questioning and creative practice, rooted in the belief that this is at the core of the discipline of science. This raises challenges in managing tensions between direct instruction with inquiry learning, balancing classroom dialogue, creating effective and engaging practical experiences, and assessment where outcomes may be unpredictable. I use theoretical insights from dialogic theory, new materialism and complexity theory to positively engage with these problems.

I am also interested in teacher education and problems of retention of teachers arising from their work with these tensions between classrooms as complex, creative places and the necessity of school structures.

Research projects

My PhD (completed in 2012) used Complexity Theory as a basis for a case study of the introduction of a cross-subject 'Opening Minds' curriculum in a UK school with a particular focus on the interaction between Opening Minds and the more traditional approach to teaching Science. The thesis argues that a complex, creative and responsive pedagogy is both feasible and desirable in enabling teachers to work positively with tensions that arise from the uncertainty of real-life classroom practice alongside the structured school settings.   

Funded Research Projects include:

Science Education

• Science Education for Diversity (SED) Project (EU FP7, 2008-2012). This project sought to use international comparison between EU and non-EU countries where the popularity of Science varies to understand influences on pupils' and teachers' attitudes to Science, alongside a series of design-based research studies in which a dialogic, inquiry based approach to science education which aimed to engage diverse students with science was implemented and explored.  
• INSTEM network (EU Comenius, 2012-2015). The INSTEM network communicated and disseminated research findings into Inquiry-based STEM Education across a range of EU-funded projects.
• CREATIONs (EU H2020, 2016-2019). The CREATIONs project has developed a pedagogical framework for creative science/arts education in which embodied dialogue, agency and empowerment, risk, and play are all key factors. We are using this to develop, implement and research approaches that aim to support teachers and students in creative science education.

Teacher Education and Professional Development

• Young Enquiring Minds (EU Regio, 2013-2015). I worked as a research support with teachers from the UK and Sweden in an exchange of practice/action research project aimed at developing student enquiry in primary settings.
• RETAIN (EU Comenius, 2013-2016). This project explored issues of teacher retention across 5 partner countries with distinct retention problems, developing and evaluating CPD for senior leaders and schools. For me, a particular interest was in exploring the importance of teacher agency and creativity in engaging positively with risk when faced with difficult contextual factors.
• PROTEACH (EU Erasmus+, 2016-2019). Building on the RETAIN project work, PROTEACH researches the induction of Beginning Teachers through a multi-agency design of bespoke induction programmes.

Research grants

• 2016 European Union
  PROTeach
• 2013 European Union
  The overall aim of the RETAIN Project is to create and develop an inclusive and creative school environment. An important precondition for this to happen, and thereby ensuring that the children and young people obtain the relevant key competences that are needed for them to thrive in today’s society, is the presence of highly qualified teachers and school managers.
• 2009 European Union
  In this research project, we aim to understand how countries in both Europe and partner countries are addressing the issue of cultural and gender diversity in science education in regard to engaging young people in science education and we also aim to offer ways to help address this issue more effectively. We wish therefore both to understand the relationship between science education and culture and also to provide guidelines and programmes for effective intervention to improve the take up of science education where there is a problem.

Publications

Key publications | Publications by category | Publications by year

Refresh publications

External Engagement and Impact

External Examiner Positions

External Examiner, PGCE Secondary Science, Bath Spa University 2012-2016

External Examiner, PGCE Secondary Science, Manchester University, 2017-

Journal and book series Editorships and Editorial board membership

Editorial Board Member, Journal of Research in Science and Technological Education

Research-based contributions to practitioner and academic conferences

Presentation at British Educational Research Association Annual Conference, September 2007.

Presentation at IAACS, September 2009

Presentation at AERA, April 2010

Presentation at AERA, April 2011

Teaching

I currently teach on the PGCE Secondary Science course, where I am the Chemistry specialist. Stemming from my time in school I am also interested in the pastoral side to teaching and value the chance to talk about this with student teachers as well as my role as a personal tutor for the PGCE students.

I also teach on the MEd and EdD programmes, and supervise PhD students. I am interested in supervising students in Science Education and also those using Complexity theory or related poststructural approaches.

Modules

2019/20

• EDUM039 - Secondary Chemistry Subject Knowledge and Pedagogy
• EDUM048 - Secondary Physics Subject Knowledge and Pedagogy

Supervision / Group

Postgraduate researchers

Alumni