During my 20 years teaching in the Faculty of Education at the University of Cambridge I have supervised a wide range of student projects, including:
Attitudes to science and religion in Scottish Catholic schools
A case study exploring how secondary students understand chemical concepts
A case study into the engagement of Key Stage 3 students with a newly introduced formative feedback format [1]
A case study investigating suitable methods for challenging and engaging gifted GCSE geography students [2]
A case study investigating the ideas expressed by Year 9 students about the purpose and usefulness of the models presented in science lessons [3]
A case study of behaviours presented by gifted and able students in an accelerated science classroom
A case study of students' responses to independent learning in geography with a key stage 3 class [1]
A case study of the role of practical work in the teaching and learning in a Year 10 chemistry class [4]
A case study on an English science teacher's views and practice in relation to constructivism
A case study to explore civil servants' experiences of e-learning in rural China
A case study to investigate how students' situational cognitive engagement varies during independent tasks within a mixed-attainment classroom
A critical exploration into the use of TASC in more able ethics & philosophy students' effective learning: action research with a more able Y10 group studying Ethics & Philosophy in a GCSE full course [2, 4]
A model approach – Aiding the progression of conceptual understanding of deaf learners in school science education through modelling theory
A multiple case study exploring English secondary school student' conceptions of the nature of science.
An Exploration of how a drama-based pedagogy can promote understanding of chemical concepts in 11-15 year old science students
Assessing the impact of teachers' gender on pupils and their learning. A case study of pupils' perceptions
Better later than never? Understanding and supporting late applicants in further education: a case study
Can online homework reduce teacher workload without compromising student learning?
Characterising conceptual integration between physics and chemistry of A-level students in the UK [5]
Characterising mechanistic reasoning of senior biology students in Hong Kong
Chemical formulae and equations as a social semiotic resource
Constructivism and science teaching at secondary level (Overseas visiting student)
Creating science: An experimental study into the effectiveness of storytelling as a pathway to teaching scientific modelling competences
Developing HE links for AS psychology students: Exploring students' perceptions [6]
Developing understanding of the particulate nature of matter
Does the use of training in the levels of feedback and teacher modelling of feedback support students to become more accurate and confident at self-assessment?
Exploring the possibility of using a computer simulation to assess experimental practical skills in secondary science education
Facets, common frameworks and central variable of advanced-level students' understanding of D.C. circuits
Inquiry-based instruction: The role of mindset for students with mathematics difficulties (Co-supervised)
Intuition and integration: Insights from intuitive students
Investigating learning in secondary science students engaged in project-based learning
Investigating pre-service science teachers' situation-specific skills for informal formative assessment
Investigating the barriers experienced by A-level chemistry students during practicals [5]
Learning about the field concept in physics in Greece
Learning how to learn: A case study looking at students' self-regulated learning behaviours as 'learning is always happening'
Learning physics with multimedia
Moving between the 'how' and the 'why' of A-level Biology practical work: an action research study to improve the ways of presenting instructions to pupils [5]
Perspectives of gifted science students: Do gifted students at my school get the most out of their science lessons?
Relationships between models used for teaching chemistry and those expressed by students (co-supervised for Kalmar / Linnaeus University)
Socratic method as a means to investigate and improve engagement with the question of purpose in education
Spontaneous enquiry: An investigation of students' questions in science
Students explanations for chemical phenomena in terms of particle theory (overseas visiting student)
Students' ideas in astronomy
Teacher beliefs and teaching behaviours in science
Teachers' use of drama activities to teach science concepts
Teaching human rights in Mexico: A case study of educators' professional knowledge and practices (co-supervised)
Teaching Nature of Science to upper secondary students in Mexico City. An exploratory case study.
The missing link: user experience in learning through media
The pleasure of finding things out – a study of student misconceptions in GCSE mechanics and the implementation of inquiry-based learning [2]
The role of open ended tasks as a means of differentiation for gifted and talented students
The patterns of physics problem-solving from the perspective of metacognition
The role of intuition in the learning of physics by able students.
Thought experiments in physics problem-solving: on intuition and imagistic simulation
Towards an educational model of scientific explanation as a means to improve teachers' pedagogical content knowledge
Understanding and developing students' perceptions of independent learning: Action research through a discussion group for Y12 students [7]
Views and understandings of an exemplary secondary science teacher using inquiry instruction: A case study in England
Virtual reality in physics education: An approach to address alternate student conceptions
What are the benefits of using retrieval practice with upper secondary Chemistry students in a classroom based setting?
If you recognise your project here, and would like to have your name included and/or a contact email, please contact me.
Notes:
1 . Key Stage 3 (KS3) refers to 11-14 year old students in the English context
2. GCSE is the standard examination taken at age 16 in England
3. Year 9 (Y9) is for 13-14 year olds in England
4. Year 10 (Y10) is for 14-15 year olds in England
5. A level is an examination normally taken by 18 year olds
6. AS is an examination taken by 17 or 18 year olds
7. Year 12 (Y12) is for 16-17 year olds in England
