ECLIPSE
Exploring Conceptual Learning, Integration and Progression in Science Education
ECLIPSE is an umbrella for my work exploring conceptual learning, integration and progression (i.e., conceptual development) in science.
Challenging Misconceptions in the Classroom
The Challenging Chemical Misconceptions in the Classroom project was carried out in the academic year 2000-2001. It was funded by the Royal Society of Chemistry (the Professional body and learned society for Chemistry in the UK and Eire), as one of its annual Teacher Fellowship projects and based at the University of London Institute of Education.
APECS
Able Pupils Experiencing Challenging Science
APECS was a project set up in response to concerns about provision for 'gifted' students in science classes. In developed from a seminar series, Meeting the Needs of the Most Able in Science, supported by the University of Cambridge Faculty of Education research & development fund – organised in collaboration with (the late) Prof. John Gilbert (then University of Reading) and Prof. Mike Watts (then University of Roehampton, now Brunel University)
ASCEND
Able Students Collectively Exploring New Demands
ASCEND was an SEP-funded project. The Faculty of Education worked with the Cambridge Federation of Secondary Schools to develop enrichment provision to challenge high attaining science students at KS4 (14-16 year olds). The ASCEND project was supported by the Gatsby Technical Education Projects' Science Enhancement Programme. The project was staffed by graduate students in the faculty, and welcomed pupils into the faculty as an elective after school programme.
epiSTEMe
Effecting Principled Improvement in STEM Education (epiSTEMe): Student Engagement and Learning in Early Secondary School Physical Science and Mathematics
epiSTEMe was an ESRC funded project, working along side Profs. Kenneth Ruthven, Christine Howe and Neil Mercer that was part of the ESRC's Targeted Initiative on Science and Mathematics Education (TISME).
LASAR
Learning about Science and Religion
LASAR is a collaborative project with Prof. Berry Billinsgley (then at Reading University, now at Canterbury Christchurch University) that was funded by the Templeton Foundation through the auspices of the Faraday Institute for Science and Religion, Cambridge. (Berry continues to use the LASAR moniker for some of her continuing projects.)
SLIPS
Scaffolding Learning in Physical Science
The SLIPS project looked at the notion of 'scaffolding' and sought to apply this to science learning in terms of tools that could help students develop their understanding.
CRESTe
The Critical Reading of Empirical Studies Tool evaluation
CRESTe was a (very) small scale study to test the usefulness of a study aid (a kind of 'scaffolding tool') for those reading research studies.
Graduate projects
During my 20 years working in the University at Cambridge I have supervised many projects undertaken by students working towards MEd. MPhil, PhD or EdD degrees
