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Dr Nasser Mansour

Dr Nasser Mansour

Senior Lecturer in Science Education

 2842

 +44 (0) 1392 722842

 Baring Court BC108

 

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

 Office hours:

 Monday 3-4PM &  Thursday 2-3 PM

Overview

Research Funded

Science Education for Diversity (SED) Project

A €1 million International Science Education development project  funded by the European Commission , under the Seventh Framework Programme (January 2010-December 2012).

The project seeks to improve the quality of science education in Europe by collaborating with other countries where science and science careers are perceived by young people as a positive option.

The aim of the SED project is to understand how countries in both Europe (England/Netherlands) and the partner countries of India, Turkey, Lebanon and Malaysia are addressing the issue of gender and cultural diversity in regard to engaging young people in science education. It will also focus on ways to help address this issue more effectively and to understand the relationship between science education and culture. Over a three year period, the project intends to provide guidelines and programmes for effective interventions to improve the take up of science education.

The Science Education for Diversity Project will start by exploring the complex relationship between different ethnically and culturally defined groups, gender, and different areas of science and the variety of approaches to teaching and learning science. Some of the questions addressed by the project look at how teachers’ perceive the issues, the factors that affect students opting for science, the educational policies in place in each of the partner countries to address diversity issues in science education and, what constitutes a 'successful' policy or practice.

The project is in collaboration with the Tata Institute of Fundamental Research (India), Pamukkale University (Turkey), American University in Beirut (Lebanon), Eindhoven University of Technology (Holland) and Tunku Abdul Rahman College (Malaysia) with the University of Exeter as the lead partner.

Also, I have conducted research on Computer Supported Collaborative Learning tools, Argunaut and InterLoc, seeing these as a means of providing dialogue across difference and of supporting reflective communities of practice.

ARGUNAUT:

ARGUNAUT project researching and developing tools to support moderating online. The Argunaut project was funded by the EC under the 6th Framework Program.http://www.argunaut.org/ 

The Argunaut project was formed with the following goals:

  • to develop appropriate tools to assist moderators of e-discussions
  • to unify awareness and feedback mechanisms in e-discussion environments
  • to combine AI analysis module with online monitoring module
  • to implement cross-platform (currently with Digalo and
    FreeStyler)
  • to study the moderator's role, especially in synchronous, graphical e-discussions.

InterLoc:

InterLoc realises Digital Dialogue Games for learning and thinking through combining synchronous group interaction and personal activities. The games promote critical and creative discussion, reasoned dialogue and collective inquiry within the digital landscape. The approach has proven educational value that has been demonstrated through over ten years of research within the Learning Sciences.

Funded through grants from rounds 1 and 2 of the UK JISC (Joint Information Systems Committee) 'e-learning tools' programme, and recently with a grant from the JISC Capital Programme. http://www.interloc.org/

Qualifications

  1. General secondary in science.
  2. B.SC Education Department of Physics & Chemistry May 1993 with general estimate (very good degree Honour). Faculty of education, Tanta University.
  3. Special Diploma in Education in September 1995 with a degree grade very good. Faculty of education, Tanta University.
  4. Master of Education in Special of ‘Curriculum and Instruction of Science’ with a general degree Excellent. Faculty of education, Tanta University.
    The Thesis is entitled: the effectiveness of Ausubel’s advanced organizers in developing achievement in science and creative thinking abilities of preparatory stage students.
  5. MPhil (Master of Philosophy) July/ 2004. School of Education, Exeter University.
    Studied these modules through the Mphil:
  6. Diploma on understanding children, Open University, UK.
  7. PhD (Philosophy of Doctor) in Education, School of Education, and Exeter University. The Thesis is entitled: Science-Technology-Society Education in Egypt: The Beliefs and Practices of Egyptian Science Teachers

Career

  • 1994-1998 working as administrator, Faculty of Education, Tanta University, Egypt.
  • 1998-2003 working as Assistant lecturer, Faculty of Education, Tanta University, Egypt.
  • 2004 Working as Research Assistant, School of Education, University of Exeter, UK.
  • 2008 - School of Education and Lifelong Learning, University of Exeter, Consultant of European research project, ARGUNAUT.

Research group links

Research

Research interests

Main research interests are in aspects of teaching and learning in science,  including Cooperative Learning, STS (Science, Technology and Society education); controversial issues, scientific literacy, the relationship between religion and science education; learners’ ideas, misconceptions, alternative conceptions and alternative frameworks; constructivism in science education; learner thinking; creative thinking in science explanations in science; teaching about the nature of science; science teachers’ beliefs and practices, teacher professional development; Multi-cultural studies in science education, Grounded Theory, ICT, E-learning, Computer-Supported Collaborative Learning CSCL, Graphical argumentation.

Research projects

  • Training facilitators to help with illiteracy, Ministry of Education, Egypt.
  • Initial Teacher Training (ITT) and Continental Professional Development (CPD) with the Partnership Office of the School of Education and Lifelong Learning, University of Exeter, UK. The research project included questionnaire design, pilot study, analysis of statistical and qualitative data, and use of SPSS and Nvivo programmes.
  • EC research project called ARGUNAUT: a project trying to merge cutting edge pedagogical understanding of online argumentation and dialogic learning with artificial intelligence aimed at developing awareness tools for moderators involved in facilitating multiple.
  • managing the UK government funded InterLoc project. InterLoc realises Digital Dialogue Games for learning and thinking through combining synchronous group interaction and personal activities.

Research networks

  • The Editorial Review Board for The Science Education Review
  • Reviewer for Journal of Public Understanding of Science,
  • British Educational Research Association (BERA), Notts, UK
  • A reviewer for BERA conference
  • European Science Educational Research Association (ESERA). Utrecht, Netherlands (794)
  • British Association for the Advancement of Science (BAAS), London, UK
  • National Association for Research in Science Teaching (NARST), Baltimore, USA
  • A revierwer for the International Journal of Science Education
  • European Association for Research on Learning and Instruction (Earli), Leuven, Belgium

Publications

Key publications | Publications by category | Publications by year

Key publications


Mansour N (In Press). The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom. International Journal of Science Education Full text.
Hayes AL, Mansour N (2016). Confidence in the Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity. Research in Science Education, 47(2), 353-371.
Hayes A, Mansour N, Fisher R (2015). Adopting Western Models of Learning to Teaching Science as a Means of Offering a Better Start at University?. In Mansour N, Alshamrani S (Eds.) Science Education in the Arab Gulf States:. Visions, Sociocultural Contexts and Challenges, USA: SensePublishers.
Mansour N, Wegerif R, Skinner N, Postlethwaite K, Hetherington L (2015). Investigating and promoting trainee science teachers’ conceptual change of the nature of science with digital dialogue games “InterLoc”. Research in Science Education Full text.
Adel El Sayary A, Forawi S, Mansour N (2015). STEM Education and Problem-Based Learning. In Wegerif R, Li LI, Kaufman JC (Eds.) The Routledge International Handbook of Research on Teaching Thinking, Routledge.
Mansour N, Al-Shamrani S (eds)(2015). Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges. Boston (USA), SensePublishers. Abstract.

Publications by category


Books

Mansour N, Al-Shamrani S (eds)(2015). Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges. Boston (USA), SensePublishers. Abstract.
Mansour N, Wegerif R (2013). Science Education for Diversity: Theory and Practice., Springer. Abstract.
Mansour N (2008). Models of Understanding Science Teachers' Beliefs and Practices., Vdm Verlag Dr Mueller E K.

Journal articles

Mansour N (In Press). Modelling of the Sociocultural Contexts of Science Education. International Journal of Science Education
Mansour, N. (In Press). Religious beliefs: a hidden variable in the performance of science teachers in the classroom. European Educational Research Journal
Mansour, N. (In Press). Science textbooks and students’ scientific literacy at preparatory schools in Egypt. Scottish Educational Review
Mansour, N. (In Press). Science-Technology- Society (STS): a new paradigm in Science Education. Bulletin of Science Technology and Society
Mansour N (In Press). The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom. International Journal of Science Education Full text.
Kahveci A, Kahveci M, Mansour N, Alarfaj MM (2018). Exploring Science Teachers’ Affective States: Pedagogical Discontentment, Self-efficacy, Intentions to Reform, and Their Relationships. Research in Science Education, 48(6), 1359-1386. Abstract.
EL-Deghaidy H, Mansour N, Alzaghibi M, Alhammad K (2017). Context of STEM Integration in Schools: Views from In-service Science Teachers. EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 13(6), 2459-2484. Author URL.  Full text.
Wegerif R, Doney J, Richards A, Mansour N, Larkin S, Jamison I (2017). Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference. Society Culture and Social Interaction Full text.
Khishfe R, Alshaya FS, BouJaoude S, Mansour N, Alrudiyan KI (2017). Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues. International Journal of Science Education, 39(3), 299-334. Abstract.
Aldahmash AH, Mansour NS, Alshamrani SM, Almohi S (2016). An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry. Research in Science Education, 46(6), 879-900. Abstract.
Hayes AL, Mansour N (2016). Confidence in the Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity. Research in Science Education, 47(2), 353-371.
Kahveci M, Kahveci A, Mansour N, Alarfaj MM (2016). Construct Validity and Reliability Measures of Scores from the Science Teachers' Pedagogical Discontentment (STPD) Scale. EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 12(3), 549-558. Author URL.
El-Deghaidy H, Mansour N, Aldahmash A, Alshamrani S (2015). A framework for designing effective professional development: Science teachers'perspectives in a context of reform. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1579-1601. Abstract.
Qublan A, Mansour N, Alshamrani S, Sabah S, Aldahmash A (2015). Ensuring Effective Impact of Continuing Professional Development: Saudi Science Teachers’ Perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 619-631.
van Griethuijsen RALF, van Eijck MW, Haste H, den Brok PJ, Skinner NC, Mansour N, Gencer AS, BouJaoude S (2015). Global patterns in students’ views of science and interest in science. Research in Science Education, 45(4), 581-603. Abstract.  Full text.
Mansour N, Wegerif R, Skinner N, Postlethwaite K, Hetherington L (2015). Investigating and promoting trainee science teachers’ conceptual change of the nature of science with digital dialogue games “InterLoc”. Research in Science Education Full text.
EL-Deghaidy H, Mansour N, Alshamrani S (2015). SCIENCE TEACHERS’ TYPOLOGY OF CPD ACTIVITIES: a SOCIO-CONSTRUCTIVIST PERSPECTIVE. International Journal of Science and Mathematics Education, 13(6), 1539-1566. Abstract.
Mansour N (2015). Science teachers’ views and stereotypes of religion, scientists and scientific research: a call for scientist-science teacher partnerships to promote inquiry-based learning. International Journal of Science Education Full text.
Hayes A, Mansour N, Fisher R (2015). Understanding intercultural transitions of medical students. International Journal of Medical Education, 6, 28-39.
Sabah SA, Fayez M, Alshamrani SM, Mansour N (2014). CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS. JOURNAL OF BALTIC SCIENCE EDUCATION, 13(1), 91-104. Author URL.
Van Griethuijsen RALF, Van Eijck MW, Haste H, Den Brok PJ, Skinner NC, Mansour N, Savran Gencer A, BouJaoude S (2014). Global Patterns in Students’ Views of Science and Interest in Science. Research in Science Education
Mansour N, Albalawi A, Macleod F (2014). Mathematics teachers' views on CPD provision and the impact on their professional practice. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 101-114.
Mansour N, EL-Deghaidy H, Ashamrani S, Aldahmash A (2014). Rethinking the theory and practice of continuing professional development:. Science teachers’ perspectives. Research in Science Education, 44, 949-973.
EL-Deghaidy H, Mansour N, Alshamrani S (2014). SCIENCE TEACHERS' TYPOLOGY OF CPD ACTIVITIES: a SOCIO-CONSTRUCTIVIST PERSPECTIVE. International Journal of Science and Mathematics Education
Mansour N (2013). Consistencies and Inconsistencies Between Science Teachers' Beliefs and Practices. International Journal of Science Education, 35(7), 1230-1275. Abstract.
Mansour N (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International Journal of Science Education, 35(7), 1230-1275. Full text.
Mansour N (2013). Modelling the Sociocultural Contexts of Science Education: the Teachers’ Perspective. Research in Science Education, 43(1), 347-369. Abstract.  Full text.
Mansour N, Alshamrani S, Aldahmash A, Alqudah B (2013). Saudi Arabian Science Teachers and Supervisors’ Views of Professional Development Needs. Eurasian Journal of Educational Research(51), 29-44.
Mansour N (2011). Science Teachers’ Views of Science and Religion vs. the Islamic Perspective: Conflicting or Compatible?. Science Education(95), 281-309. Full text.
Wegerif RB, McLaren BM, Chamrada M, Scheuer O, Mansour N, Mikšátko J, Williams M (2010). Exploring Creative Thinking in Graphically Mediated synchronous Dialogues. Computers and Education, 54(3), 613-621. Abstract.  Full text.
Wegerif R, McLaren B, Chamrada M, Scheuer O, Mansour N, Mikšátko J, Williams M (2010). Exploring creative thinking in graphically mediated synchronous dialogues. Computers & Education(54), 613-621.
Mansour N (2010). Exploring science teachers’ beliefs, intentions and practices about teaching and learning Science-Technology-Society (STS) issues. Eurasian Journal of Physics and Chemistry Education, 2(2), 123-157.
Mansour N (2010). Science teachers’ interpretations of Islamic culture related to science education Vs. the Islamic epistemology and ontology of science. Cultural studies of Science Education, 5(1), 127-140. Abstract.
Mansour N (2010). The impact of the knowledge and beliefs of Egyptian science teachers in integrating an STS based curriculum. Journal of Science Teacher Education, 21(5), 513-534. Full text.
Mansour N (2010). The representation of scientific literacy in Egyptian science textbooks. Journal of Science Education, 11(2), 91-95.
Mansour N (2010). The representation of scientific literacy in Egyptian science textbooks. Journal of Science Education, 11(2), 91-95. Abstract.
Mansour N (2010). التعلم في مرحلة الطفولة المبكرة في مجتمع المعرفة (Early childhood learning in the knowledge society). Journal of Arab Children, 11(43), 8-28.
Mansour N (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25-48.
Mansour N (2009). Science-Technology- Society (STS): a new paradigm in Science Education. Bulletin of science, technology and society, 5(1), 482-497. Full text.
Mansour N (2008). Religious beliefs: a hidden variable in the performance of science teachers in the classroom. European Educational Research Journal, 7(4), 557-576. Abstract.  Author URL.  Full text.
Monsour, N. (2008). The experiences and Personal Religious Beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS). International Journal of Science Education
Mansour N (2008). The experiences and personal religious beliefs of egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS). International Journal of Science Education, 30(12), 1605-1634. Abstract.  Full text.
Monsour, N. (2007). Challenges to STS Education. Bulletin of Science Technology and Society
Mansour N (2007). Challenges to STS: Implications for science teacher education. Bulletin of science, technology and society. Bulletin of science, technology and society, 27(6), 482-497. Abstract.

Chapters

Hayes A, Mansour N, Fisher R (2015). Adopting Western Models of Learning to Teaching Science as a Means of Offering a Better Start at University?. In Mansour N, Alshamrani S (Eds.) Science Education in the Arab Gulf States:. Visions, Sociocultural Contexts and Challenges, USA: SensePublishers.
Hayes A, Mansour N, Fisher R (2015). Adopting western models of learning to teaching science as a means of offering a better start at university?: the impact of socio-cultural factors: a case of Bahrain. In  (Ed) Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges, 169-188.  Abstract.
Gholam GK, Mansour N (2015). Highlights of STEM education in Egypt. In  (Ed) International Science and Technology Education: Exploring Culture, Economy and Social Perceptions, 94-111.
Adel El Sayary A, Forawi S, Mansour N (2015). STEM Education and Problem-Based Learning. In Wegerif R, Li LI, Kaufman JC (Eds.) The Routledge International Handbook of Research on Teaching Thinking, Routledge.
Gholam G, Mansour N (2015). Status of STEM education in Egypt. In Renn O, Karafyllis N, Hohlt A, Taube D (Eds.) International Science and Technology: Exploring Culture, Economy and Social Perceptions, Routledge:.
Alshammari A, Mansour NS, skinner N (2015). The Socio-Cultural Contexts of Science Curriculum Reform in the State of Kuwait. In Mansour N, Alshamrani S (Eds.) Science Education in the Arab Gulf States:. Visions, Sociocultural Contexts and Challenges, USA: sensePublishers.
Chen J, Morris D, Mansour N, Mansour NS (2014). Science Teachers’ Beliefs: Perceptions of Efficacy and the Nature of Scientific Knowledge and Knowing. In Fives H, Gill M (Eds.) Handbook of Research on Teachers’ Beliefs, New York: Routledge.
Wegerif R, Postlethwaite KP, Skinner N, Mansour N, Morgan A, Hetherington LEJ (2013). Dialogic Science Education for Diversity. In Mansour N, Wegerif R (Eds.) Science Education for Diversity: Theory and Practice, Springer.
Mansour, N. (2013). Science teachers' cultural beliefs and diversities: a sociocultural perspective to science education. In Mansour N, Wegerif R (Eds.) Science Education for diversity: Theory and practice, USA: Springer.
Mansour N, Wegerif R (2013). Why science education for diversity?. In  (Ed) Science Education for diversity: Theory and practice, USA: Springer.
Wegerif RB, Mansour, N. (2010). A dialogic approach to technology-enhanced education for the global knowledge society. In Khine MS, Saleh IM (Eds.) A dialogic approach to technology-enhanced education for the global knowledge society, New York: Springer.
Wegerif R, Mansour N (2010). A dialogic approach to technology-enhanced education for the global knowledge society. In Khine MS, Saleh IM (Eds.) New Science of Learning: Cognition, Computers and Collaboration in Education, Springer, 325-340.
Wegerif RB, McLaren, B.M. Chamrada, M. Scheuer, O. Mansour, N. Mikšátko, J. (2009). Recognizing Creative Thinking in Graphical e-Discussions using Artificial Intelligence Graph-Matching Techniques. In Malley CO, D DS, Reimann P, Dimitracopoulou A (Eds.) Computer Supported Collaborative Learning Practices, Proceedings of the 9th International Conference on Computer Supported Collaborative Learning (CSCL-09), International Society of the Learning Sciences, Inc. 108-112.
Mansour N (2009). Religion and Science Education: an Egyptian Perspective. In Boujaoude S, Dagher ZR (Eds.) The World of Science Education, Sense Publishers, 107-132.  Abstract.

Conferences

Wegerif R, McLaren BM, Chamrada M, Scheuer O, Mansour N, Miksatko J, Williams M (2010). Exploring creative thinking in graphically mediated synchronous dialogues.  Author URL.
McLaren BM, Wegerif R, Mikšátko J, Scheuer O, Chamrada M, Mansour N (2009). Are your students working creatively together? Automatically recognizing creative turns in student e-discussions.  Abstract.
Mansour N (2008). Socio-cultural context of Egyptian science teachers as a framework for understanding their beliefs and practices. British Educational Research Association (BERA) annual conference. 3rd - 6th Sep 2008.

Reports

Dimitracopoulou COMDSDPRA (2009). Computer Supported Collaborative Learning Practices, Proceedings of the 9th International Conference on Computer Supported Collaborative Learning. 4 pages.

Publications by year


In Press

Mansour N (In Press). Modelling of the Sociocultural Contexts of Science Education. International Journal of Science Education
Mansour, N. (In Press). Religious beliefs: a hidden variable in the performance of science teachers in the classroom. European Educational Research Journal
Mansour, N. (In Press). Science textbooks and students’ scientific literacy at preparatory schools in Egypt. Scottish Educational Review
Mansour, N. (In Press). Science-Technology- Society (STS): a new paradigm in Science Education. Bulletin of Science Technology and Society
Mansour N (In Press). The dissonance between scientific evidence, diversity and dialogic pedagogy in the science classroom. International Journal of Science Education Full text.

2018

Kahveci A, Kahveci M, Mansour N, Alarfaj MM (2018). Exploring Science Teachers’ Affective States: Pedagogical Discontentment, Self-efficacy, Intentions to Reform, and Their Relationships. Research in Science Education, 48(6), 1359-1386. Abstract.

2017

EL-Deghaidy H, Mansour N, Alzaghibi M, Alhammad K (2017). Context of STEM Integration in Schools: Views from In-service Science Teachers. EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 13(6), 2459-2484. Author URL.  Full text.
Wegerif R, Doney J, Richards A, Mansour N, Larkin S, Jamison I (2017). Exploring the ontological dimension of dialogic education through an evaluation of the impact of Internet mediated dialogue across cultural difference. Society Culture and Social Interaction Full text.
Khishfe R, Alshaya FS, BouJaoude S, Mansour N, Alrudiyan KI (2017). Students’ understandings of nature of science and their arguments in the context of four socio-scientific issues. International Journal of Science Education, 39(3), 299-334. Abstract.

2016

Aldahmash AH, Mansour NS, Alshamrani SM, Almohi S (2016). An Analysis of Activities in Saudi Arabian Middle School Science Textbooks and Workbooks for the Inclusion of Essential Features of Inquiry. Research in Science Education, 46(6), 879-900. Abstract.
Hayes AL, Mansour N (2016). Confidence in the Knowledge Base of English Language Learners Studying Science: Using Agency to Compensate for the Lack of Adequate Linguistic Identity. Research in Science Education, 47(2), 353-371.
Kahveci M, Kahveci A, Mansour N, Alarfaj MM (2016). Construct Validity and Reliability Measures of Scores from the Science Teachers' Pedagogical Discontentment (STPD) Scale. EURASIA JOURNAL OF MATHEMATICS SCIENCE AND TECHNOLOGY EDUCATION, 12(3), 549-558. Author URL.

2015

El-Deghaidy H, Mansour N, Aldahmash A, Alshamrani S (2015). A framework for designing effective professional development: Science teachers'perspectives in a context of reform. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1579-1601. Abstract.
Hayes A, Mansour N, Fisher R (2015). Adopting Western Models of Learning to Teaching Science as a Means of Offering a Better Start at University?. In Mansour N, Alshamrani S (Eds.) Science Education in the Arab Gulf States:. Visions, Sociocultural Contexts and Challenges, USA: SensePublishers.
Hayes A, Mansour N, Fisher R (2015). Adopting western models of learning to teaching science as a means of offering a better start at university?: the impact of socio-cultural factors: a case of Bahrain. In  (Ed) Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges, 169-188.  Abstract.
Qublan A, Mansour N, Alshamrani S, Sabah S, Aldahmash A (2015). Ensuring Effective Impact of Continuing Professional Development: Saudi Science Teachers’ Perspectives. Eurasia Journal of Mathematics, Science and Technology Education, 11(3), 619-631.
van Griethuijsen RALF, van Eijck MW, Haste H, den Brok PJ, Skinner NC, Mansour N, Gencer AS, BouJaoude S (2015). Global patterns in students’ views of science and interest in science. Research in Science Education, 45(4), 581-603. Abstract.  Full text.
Gholam GK, Mansour N (2015). Highlights of STEM education in Egypt. In  (Ed) International Science and Technology Education: Exploring Culture, Economy and Social Perceptions, 94-111.
Mansour N, Wegerif R, Skinner N, Postlethwaite K, Hetherington L (2015). Investigating and promoting trainee science teachers’ conceptual change of the nature of science with digital dialogue games “InterLoc”. Research in Science Education Full text.
EL-Deghaidy H, Mansour N, Alshamrani S (2015). SCIENCE TEACHERS’ TYPOLOGY OF CPD ACTIVITIES: a SOCIO-CONSTRUCTIVIST PERSPECTIVE. International Journal of Science and Mathematics Education, 13(6), 1539-1566. Abstract.
Adel El Sayary A, Forawi S, Mansour N (2015). STEM Education and Problem-Based Learning. In Wegerif R, Li LI, Kaufman JC (Eds.) The Routledge International Handbook of Research on Teaching Thinking, Routledge.
Mansour N, Al-Shamrani S (eds)(2015). Science Education in the Arab Gulf States: Visions, Sociocultural Contexts and Challenges. Boston (USA), SensePublishers. Abstract.
Mansour N (2015). Science teachers’ views and stereotypes of religion, scientists and scientific research: a call for scientist-science teacher partnerships to promote inquiry-based learning. International Journal of Science Education Full text.
Gholam G, Mansour N (2015). Status of STEM education in Egypt. In Renn O, Karafyllis N, Hohlt A, Taube D (Eds.) International Science and Technology: Exploring Culture, Economy and Social Perceptions, Routledge:.
Alshammari A, Mansour NS, skinner N (2015). The Socio-Cultural Contexts of Science Curriculum Reform in the State of Kuwait. In Mansour N, Alshamrani S (Eds.) Science Education in the Arab Gulf States:. Visions, Sociocultural Contexts and Challenges, USA: sensePublishers.
Hayes A, Mansour N, Fisher R (2015). Understanding intercultural transitions of medical students. International Journal of Medical Education, 6, 28-39.

2014

Sabah SA, Fayez M, Alshamrani SM, Mansour N (2014). CONTINUING PROFESSIONAL DEVELOPMENT (CPD) PROVISION FOR SCIENCE AND MATHEMATICS TEACHERS IN SAUDI ARABIA: PERCEPTIONS AND EXPERIENCES OF CPD PROVIDERS. JOURNAL OF BALTIC SCIENCE EDUCATION, 13(1), 91-104. Author URL.
Van Griethuijsen RALF, Van Eijck MW, Haste H, Den Brok PJ, Skinner NC, Mansour N, Savran Gencer A, BouJaoude S (2014). Global Patterns in Students’ Views of Science and Interest in Science. Research in Science Education
Mansour N, Albalawi A, Macleod F (2014). Mathematics teachers' views on CPD provision and the impact on their professional practice. Eurasia Journal of Mathematics, Science and Technology Education, 10(2), 101-114.
Mansour N, EL-Deghaidy H, Ashamrani S, Aldahmash A (2014). Rethinking the theory and practice of continuing professional development:. Science teachers’ perspectives. Research in Science Education, 44, 949-973.
EL-Deghaidy H, Mansour N, Alshamrani S (2014). SCIENCE TEACHERS' TYPOLOGY OF CPD ACTIVITIES: a SOCIO-CONSTRUCTIVIST PERSPECTIVE. International Journal of Science and Mathematics Education
Chen J, Morris D, Mansour N, Mansour NS (2014). Science Teachers’ Beliefs: Perceptions of Efficacy and the Nature of Scientific Knowledge and Knowing. In Fives H, Gill M (Eds.) Handbook of Research on Teachers’ Beliefs, New York: Routledge.

2013

Mansour N (2013). Consistencies and Inconsistencies Between Science Teachers' Beliefs and Practices. International Journal of Science Education, 35(7), 1230-1275. Abstract.
Mansour N (2013). Consistencies and inconsistencies between science teachers’ beliefs and practices. International Journal of Science Education, 35(7), 1230-1275. Full text.
Wegerif R, Postlethwaite KP, Skinner N, Mansour N, Morgan A, Hetherington LEJ (2013). Dialogic Science Education for Diversity. In Mansour N, Wegerif R (Eds.) Science Education for Diversity: Theory and Practice, Springer.
Mansour N (2013). Modelling the Sociocultural Contexts of Science Education: the Teachers’ Perspective. Research in Science Education, 43(1), 347-369. Abstract.  Full text.
Mansour N, Alshamrani S, Aldahmash A, Alqudah B (2013). Saudi Arabian Science Teachers and Supervisors’ Views of Professional Development Needs. Eurasian Journal of Educational Research(51), 29-44.
Mansour N, Wegerif R (2013). Science Education for Diversity: Theory and Practice., Springer. Abstract.
Mansour, N. (2013). Science teachers' cultural beliefs and diversities: a sociocultural perspective to science education. In Mansour N, Wegerif R (Eds.) Science Education for diversity: Theory and practice, USA: Springer.
Mansour N, Wegerif R (2013). Why science education for diversity?. In  (Ed) Science Education for diversity: Theory and practice, USA: Springer.

2011

Mansour N (2011). Science Teachers’ Views of Science and Religion vs. the Islamic Perspective: Conflicting or Compatible?. Science Education(95), 281-309. Full text.

2010

Wegerif RB, Mansour, N. (2010). A dialogic approach to technology-enhanced education for the global knowledge society. In Khine MS, Saleh IM (Eds.) A dialogic approach to technology-enhanced education for the global knowledge society, New York: Springer.
Wegerif R, Mansour N (2010). A dialogic approach to technology-enhanced education for the global knowledge society. In Khine MS, Saleh IM (Eds.) New Science of Learning: Cognition, Computers and Collaboration in Education, Springer, 325-340.
Wegerif RB, McLaren BM, Chamrada M, Scheuer O, Mansour N, Mikšátko J, Williams M (2010). Exploring Creative Thinking in Graphically Mediated synchronous Dialogues. Computers and Education, 54(3), 613-621. Abstract.  Full text.
Wegerif R, McLaren B, Chamrada M, Scheuer O, Mansour N, Mikšátko J, Williams M (2010). Exploring creative thinking in graphically mediated synchronous dialogues. Computers & Education(54), 613-621.
Wegerif R, McLaren BM, Chamrada M, Scheuer O, Mansour N, Miksatko J, Williams M (2010). Exploring creative thinking in graphically mediated synchronous dialogues.  Author URL.
Mansour N (2010). Exploring science teachers’ beliefs, intentions and practices about teaching and learning Science-Technology-Society (STS) issues. Eurasian Journal of Physics and Chemistry Education, 2(2), 123-157.
Mansour N (2010). Science teachers’ interpretations of Islamic culture related to science education Vs. the Islamic epistemology and ontology of science. Cultural studies of Science Education, 5(1), 127-140. Abstract.
Mansour N (2010). The impact of the knowledge and beliefs of Egyptian science teachers in integrating an STS based curriculum. Journal of Science Teacher Education, 21(5), 513-534. Full text.
Mansour N (2010). The representation of scientific literacy in Egyptian science textbooks. Journal of Science Education, 11(2), 91-95.
Mansour N (2010). The representation of scientific literacy in Egyptian science textbooks. Journal of Science Education, 11(2), 91-95. Abstract.
Mansour N (2010). التعلم في مرحلة الطفولة المبكرة في مجتمع المعرفة (Early childhood learning in the knowledge society). Journal of Arab Children, 11(43), 8-28.

2009

McLaren BM, Wegerif R, Mikšátko J, Scheuer O, Chamrada M, Mansour N (2009). Are your students working creatively together? Automatically recognizing creative turns in student e-discussions.  Abstract.
Dimitracopoulou COMDSDPRA (2009). Computer Supported Collaborative Learning Practices, Proceedings of the 9th International Conference on Computer Supported Collaborative Learning. 4 pages.
Wegerif RB, McLaren, B.M. Chamrada, M. Scheuer, O. Mansour, N. Mikšátko, J. (2009). Recognizing Creative Thinking in Graphical e-Discussions using Artificial Intelligence Graph-Matching Techniques. In Malley CO, D DS, Reimann P, Dimitracopoulou A (Eds.) Computer Supported Collaborative Learning Practices, Proceedings of the 9th International Conference on Computer Supported Collaborative Learning (CSCL-09), International Society of the Learning Sciences, Inc. 108-112.
Mansour N (2009). Religion and Science Education: an Egyptian Perspective. In Boujaoude S, Dagher ZR (Eds.) The World of Science Education, Sense Publishers, 107-132.  Abstract.
Mansour N (2009). Science teachers’ beliefs and practices: issues, implications and research agenda. International Journal of Environmental and Science Education, 4(1), 25-48.
Mansour N (2009). Science-Technology- Society (STS): a new paradigm in Science Education. Bulletin of science, technology and society, 5(1), 482-497. Full text.

2008

Mansour N (2008). Models of Understanding Science Teachers' Beliefs and Practices., Vdm Verlag Dr Mueller E K.
Mansour N (2008). Religious beliefs: a hidden variable in the performance of science teachers in the classroom. European Educational Research Journal, 7(4), 557-576. Abstract.  Author URL.  Full text.
Mansour N (2008). Socio-cultural context of Egyptian science teachers as a framework for understanding their beliefs and practices. British Educational Research Association (BERA) annual conference. 3rd - 6th Sep 2008.
Monsour, N. (2008). The experiences and Personal Religious Beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS). International Journal of Science Education
Mansour N (2008). The experiences and personal religious beliefs of egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS). International Journal of Science Education, 30(12), 1605-1634. Abstract.  Full text.

2007

Monsour, N. (2007). Challenges to STS Education. Bulletin of Science Technology and Society
Mansour N (2007). Challenges to STS: Implications for science teacher education. Bulletin of science, technology and society. Bulletin of science, technology and society, 27(6), 482-497. Abstract.

nasser_mansour Details from cache as at 2019-12-15 12:58:01

Refresh publications

External Engagement and Impact

Journal and book series Editorships and Editorial board membership

  • Associate Editor for Thinking Skills and Creativity Journal (TSC)
  • The Editorial Board for The Science Education Review (SER)
  • The Editorial board for Eurasian Journal of Physics and Chemistry Education (EJPCE)
  • Reviewer for Journal of Public Understanding of Science (PUS)
  • A reviewer for BERA conference

Membership of Research Council committees

  • British Educational Research Association (BERA), Notts, UK
  • European Science Educational Research Association (ESERA). Utrecht, Netherlands (794)
  • British Association for the Advancement of Science (BAAS), London, UK
  • National Association for Research in Science Teaching (NARST), Baltimore, USA
  • European Association for Research on Learning and Instruction (Earli)
  • Science, Technology, Engineering, and Mathematics Education (STEM) Education coalition
  • The Math and Science Partnership network (MSPnet)

Teaching

Teaching and learning in science, creative thinking in science explanations in science; e-learning.

Modules

2019/20


Supervision / Group

Postgraduate researchers

  • Munthir Abdullah Alblaihed
  • Yaser Alkhabra
  • Aneta Leksander-Hayes

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