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Background: Photomicrographs are major biological representations which help students understand more about the structures of cells and tissues. Owing to their abstract nature, students often rely on representations in textbooks to develop their understanding of photomicrographs. Purpose: This study investigated how students with low, medium and high competence for visualizing photomicrographs integrated textbook representations into their understanding of photomicrographs. Sample: Twelve 14–15 year-old students who were studying biology in a UK secondary school participated in this study. Design and methods: We carried out semi-structured interviews with these students. A modified model of integration of text and picture was used to interpret students’ verbal response and their drawing. An innovative discourse analysis approach, Epistemic Network Analysis, was used to analyse the connections between codes which were informed by the model. Results: Compared to students with high competence, students with low and medium levels of competence did not necessarily understand the structure-behaviour-function relationship of the textual representation, or notice the visual elements in the diagrams. Hence, they could not transfer their understanding of textbook representations into that of the photomicrograph. Conclusion: This study suggests that the modified model of integration of text and picture can potentially reveal how students with different levels of visualization competence access information from textual and pictorial information. Equally importantly, the study argues for using epistemic network analysis as a tool to examine how students integrate textbook representations.
Kason Ka Ching Cheung; Mark Winterbottom. Students’ integration of textbook representations into their understanding of photomicrographs: epistemic network analysis. Research in Science & Technological Education 2021, 1 -20.
AMA StyleKason Ka Ching Cheung, Mark Winterbottom. Students’ integration of textbook representations into their understanding of photomicrographs: epistemic network analysis. Research in Science & Technological Education. 2021; ():1-20.
Chicago/Turabian StyleKason Ka Ching Cheung; Mark Winterbottom. 2021. "Students’ integration of textbook representations into their understanding of photomicrographs: epistemic network analysis." Research in Science & Technological Education , no. : 1-20.
Mark Winterbottom. A renewed purpose? Journal of Biological Education 2021, 55, 1 -1.
AMA StyleMark Winterbottom. A renewed purpose? Journal of Biological Education. 2021; 55 (1):1-1.
Chicago/Turabian StyleMark Winterbottom. 2021. "A renewed purpose?" Journal of Biological Education 55, no. 1: 1-1.
Adolescence represents a developmental period of waning academic motivation, particularly in STEM domains. To combat this, better understanding the factors that might foster STEM motivation and interest is of importance. Social factors like social competencies and feelings of belonging become increasingly important in adolescence. The current study investigated structural relations between social competencies, feelings of belonging to an informal STEM learning program, math and science efficacy and interest in a sample of 268 adolescents (M age = 15.25; 66.8% girls; 42.5% White British or European American, 25.7% South Asian British or Asian American, 15.7% Afro-Caribbean Black British or African American 5.6% Bi-racial, and 3.0% other). Adolescents were recruited from six different informal learning sites (e.g., science museums, zoos, or aquariums) in the United States (n = 147) and the United Kingdom (n = 121). The results revealed positive relations between social competencies and belonging, and between belonging and math and science efficacy and interest. Further, the results also indicated a positive indirect effect of social competencies on efficacy and interest, via belonging. These findings have implications for guiding informal STEM programming in ways that can enhance STEM motivation and interest.
Adam J. Hoffman; Luke McGuire; Adam Rutland; Adam Hartstone-Rose; Matthew J. Irvin; Mark Winterbottom; Frances Balkwill; Grace E. Fields; Kelly Lynn Mulvey. The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs. Journal of Youth and Adolescence 2020, 50, 314 -323.
AMA StyleAdam J. Hoffman, Luke McGuire, Adam Rutland, Adam Hartstone-Rose, Matthew J. Irvin, Mark Winterbottom, Frances Balkwill, Grace E. Fields, Kelly Lynn Mulvey. The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs. Journal of Youth and Adolescence. 2020; 50 (2):314-323.
Chicago/Turabian StyleAdam J. Hoffman; Luke McGuire; Adam Rutland; Adam Hartstone-Rose; Matthew J. Irvin; Mark Winterbottom; Frances Balkwill; Grace E. Fields; Kelly Lynn Mulvey. 2020. "The Relations and Role of Social Competencies and Belonging with Math and Science Interest and Efficacy for Adolescents in Informal STEM Programs." Journal of Youth and Adolescence 50, no. 2: 314-323.
This study explored topic interest, perceived learning and actual recall of exhibit content in 979 children and adolescents and 1,184 adults who visited informal science learning sites and interacted with an adult or youth educator or just the exhibit itself as part of family visits to the sites. Children in early childhood reported greater topic interest and perceived learning, but actually recalled less content, than participants in middle childhood or adolescence. Youth visitors reported greater interest after interacting with a youth educator than just the exhibit, and perceived that they learn more if they interact with an educator (youth or adult). Participants in middle childhood recall more when they encounter a youth educator. Adult visitors reported greater interest after interaction with a youth educator than with the exhibit alone or an adult educator. They also perceived that they learn more if they interact with an educator (youth or adult) than just the exhibit and perceived that they learned more if they interacted with a youth educator than an adult educator. Results highlight the benefits of educators in informal science learning sites and document the importance of attention to developmental needs.
Kelly Lynn Mulvey; Luke McGuire; Adam J. Hoffman; Eric Goff; Adam Rutland; Mark Winterbottom; Frances Balkwill; Matthew J. Irvin; Grace E. Fields; Karen Burns; Marc Drews; Fidelia Law; Angelina Joy; Adam Hartstone-Rose. Interest and learning in informal science learning sites: Differences in experiences with different types of educators. PLOS ONE 2020, 15, e0236279 .
AMA StyleKelly Lynn Mulvey, Luke McGuire, Adam J. Hoffman, Eric Goff, Adam Rutland, Mark Winterbottom, Frances Balkwill, Matthew J. Irvin, Grace E. Fields, Karen Burns, Marc Drews, Fidelia Law, Angelina Joy, Adam Hartstone-Rose. Interest and learning in informal science learning sites: Differences in experiences with different types of educators. PLOS ONE. 2020; 15 (7):e0236279.
Chicago/Turabian StyleKelly Lynn Mulvey; Luke McGuire; Adam J. Hoffman; Eric Goff; Adam Rutland; Mark Winterbottom; Frances Balkwill; Matthew J. Irvin; Grace E. Fields; Karen Burns; Marc Drews; Fidelia Law; Angelina Joy; Adam Hartstone-Rose. 2020. "Interest and learning in informal science learning sites: Differences in experiences with different types of educators." PLOS ONE 15, no. 7: e0236279.
Developmental science research often involves research questions developed by academic teams, which are tested within community or educational settings. In this piece, we outline the importance of research–practice partnerships, which involve both research and practice‐based partners collaborating at each stage of the research process. We articulate challenges and benefits of these partnerships for developmental science research, identify relevant research frameworks that may inform these partnerships, and provide an example of an ongoing research–practice partnership.
Kelly Lynn Mulvey; Luke McGuire; Adam J. Hoffman; Adam Hartstone‐Rose; Mark Winterbottom; Frances Balkwill; Grace E. Fields; Karen Burns; Marc Drews; Melissa Chatton; Natalie Eaves; Fidelia Law; Angelina Joy; Adam Rutland. Learning hand in hand: Engaging in research–practice partnerships to advance developmental science. New Directions for Child and Adolescent Development 2020, 2020, 125 -134.
AMA StyleKelly Lynn Mulvey, Luke McGuire, Adam J. Hoffman, Adam Hartstone‐Rose, Mark Winterbottom, Frances Balkwill, Grace E. Fields, Karen Burns, Marc Drews, Melissa Chatton, Natalie Eaves, Fidelia Law, Angelina Joy, Adam Rutland. Learning hand in hand: Engaging in research–practice partnerships to advance developmental science. New Directions for Child and Adolescent Development. 2020; 2020 (172):125-134.
Chicago/Turabian StyleKelly Lynn Mulvey; Luke McGuire; Adam J. Hoffman; Adam Hartstone‐Rose; Mark Winterbottom; Frances Balkwill; Grace E. Fields; Karen Burns; Marc Drews; Melissa Chatton; Natalie Eaves; Fidelia Law; Angelina Joy; Adam Rutland. 2020. "Learning hand in hand: Engaging in research–practice partnerships to advance developmental science." New Directions for Child and Adolescent Development 2020, no. 172: 125-134.
Mark Winterbottom. When evidence becomes crucial. Journal of Biological Education 2020, 54, 225 -225.
AMA StyleMark Winterbottom. When evidence becomes crucial. Journal of Biological Education. 2020; 54 (3):225-225.
Chicago/Turabian StyleMark Winterbottom. 2020. "When evidence becomes crucial." Journal of Biological Education 54, no. 3: 225-225.
Stereotypes about science, technology, engineering and mathematics (STEM) are associated with reduced STEM engagement amongst girls and women. The present study examined these stereotypes from early childhood through adolescence within informal science learning sites (ISLS; science museums, zoos, aquariums). Further, the study explored whether interactions with male or female educators influenced STEM stereotypes. Participants (n = 997, female = 572) were ISLS visitors in the UK and USA who either interacted with an educator, or no educator. With age participants were more likely to report that “both boys and girls” are “usually”, “should” be, and “can” be good at STEM. Independent of age, male participants reported that their own gender group “should” be good at STEM. Educator interactions did not influence stereotype responses. These results highlight early childhood as a key developmental window in which to challenge ideas about who can and should be proficient in STEM.
Luke McGuire; Kelly Lynn Mulvey; Eric Goff; Matthew J. Irvin; Mark Winterbottom; Grace E. Fields; Adam Hartstone-Rose; Adam Rutland. STEM gender stereotypes from early childhood through adolescence at informal science centers. Journal of Applied Developmental Psychology 2020, 67, 101109 .
AMA StyleLuke McGuire, Kelly Lynn Mulvey, Eric Goff, Matthew J. Irvin, Mark Winterbottom, Grace E. Fields, Adam Hartstone-Rose, Adam Rutland. STEM gender stereotypes from early childhood through adolescence at informal science centers. Journal of Applied Developmental Psychology. 2020; 67 ():101109.
Chicago/Turabian StyleLuke McGuire; Kelly Lynn Mulvey; Eric Goff; Matthew J. Irvin; Mark Winterbottom; Grace E. Fields; Adam Hartstone-Rose; Adam Rutland. 2020. "STEM gender stereotypes from early childhood through adolescence at informal science centers." Journal of Applied Developmental Psychology 67, no. : 101109.
Mark Winterbottom. Concept mapping and the importance of dialogue. Journal of Biological Education 2020, 54, 1 -2.
AMA StyleMark Winterbottom. Concept mapping and the importance of dialogue. Journal of Biological Education. 2020; 54 (1):1-2.
Chicago/Turabian StyleMark Winterbottom. 2020. "Concept mapping and the importance of dialogue." Journal of Biological Education 54, no. 1: 1-2.
This paper describes the work undertaken as part of the ‘Digital Documentation of Ksar Said’ Project. This project, funded by the British Council, combined education, history, and heritage for the digital preservation of tangible and intangible aspects of heritage associated with the 19th century Said Palace (Ksar Said) in Tunis. We produced an interactive 3D model of Ksar Said and developed learning resources to build Tunisian students’ critical engagement with their heritage through inquiry learning activities within the 3D model. We used a user-centred approach, based on pre-assessment (i.e., co-creation of contents), mid-term evaluation (i.e., feedback on contents and preliminary design of virtual activities), and post-assessment design (i.e., user trial). Our results demonstrate the potential of this novel approach to virtual learning and inform future co-design, evaluation and implementation choices for improving the generative power of three dimensional virtual replication of heritage sites in the cultural heritage sector.
Paola Di Giuseppantonio Di Franco; Mark Winterbottom; Fabrizio Galeazzi; Mike Gogan. Ksar Said: Building Tunisian Young People’s Critical Engagement with Their Heritage. Sustainability 2019, 11, 1373 .
AMA StylePaola Di Giuseppantonio Di Franco, Mark Winterbottom, Fabrizio Galeazzi, Mike Gogan. Ksar Said: Building Tunisian Young People’s Critical Engagement with Their Heritage. Sustainability. 2019; 11 (5):1373.
Chicago/Turabian StylePaola Di Giuseppantonio Di Franco; Mark Winterbottom; Fabrizio Galeazzi; Mike Gogan. 2019. "Ksar Said: Building Tunisian Young People’s Critical Engagement with Their Heritage." Sustainability 11, no. 5: 1373.
Research into how and what families learn in science museums and other informal science learning settings suggests that parent-child interactions play an important role in shaping children’s learning experiences. Our exploratory case study set out to discover and analyse learning happening within family groups during a visit to a traditional museum natural history gallery. Research methods were influenced by a growing body of literature that looks for learning in family visitor talk. Conversations of 18 families were recorded as they explored a gallery after being introduced to six learning games which fostered a ‘climate of inquiry’ and which were designed to spark family dialogue. Our findings indicate that families adopt a range of interactional approaches for building meaning together in a museum gallery. These approaches fell along a spectrum that varied according to the level of co-investigation and co-operation between group members. We suggest that family learning could be supported in informal learning contexts through simple, low-cost learning strategies that encourage dialogue and co-investigatory behaviours.
Emily Harris; Mark Winterbottom. ‘Why do parrots talk?’co-investigation as a model for promoting family learning through conversation in a natural history gallery. Journal of Biological Education 2018, 52, 89 -100.
AMA StyleEmily Harris, Mark Winterbottom. ‘Why do parrots talk?’co-investigation as a model for promoting family learning through conversation in a natural history gallery. Journal of Biological Education. 2018; 52 (1):89-100.
Chicago/Turabian StyleEmily Harris; Mark Winterbottom. 2018. "‘Why do parrots talk?’co-investigation as a model for promoting family learning through conversation in a natural history gallery." Journal of Biological Education 52, no. 1: 89-100.
Purpose: This paper examines the in-service teacher training needs of secondary school agriculture teachers in Uganda as the country moves towards an ‘outcome-based’ education by removal of subjects and instead, uses learning areas, presenting a need for new pedagogical skills among teachers. Design/methodology/approach: A cross-sectional survey was conducted in Uganda between June and September 2016 to assess the teaching methods and teacher training needs for secondary school agriculture curriculum. Data were collected from 80 agriculture teachers and 57 administrators from 60 secondary schools, randomly drawn from 25 districts in Uganda. The data were analysed with descriptive statistics. Findings: The findings show that there about 10 key competences required by the teachers to thrive in their profession. These range from traditional classroom teaching to community outreach and linkages with agribusinesses which is in tandem with outcome-based education beyond the classroom walls. Respondents highlight lack of practical agriculture skills and exposure to the modern farming practices. Theoretical implications: This paper examines role of formal in-service teacher training based on theory of change and proposes using professional learning communities for school-level improvements. Practical implication: The results were not significant enough to warrant strong recommendations. However, they suffice to highlight a growing need for in-service teacher support mechanism for a dynamic subject like agriculture using communities of practice at school and district levels. Originality/value: In the current context of growing concern for unemployment in Africa, secondary schools will require competent teachers to engage students into transferable learning, given that it is the terminal level of education for majority.
John James Okiror; Geoff Hayward; Mark Winterbottom. Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda. The Journal of Agricultural Education and Extension 2017, 23, 415 -426.
AMA StyleJohn James Okiror, Geoff Hayward, Mark Winterbottom. Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda. The Journal of Agricultural Education and Extension. 2017; 23 (5):415-426.
Chicago/Turabian StyleJohn James Okiror; Geoff Hayward; Mark Winterbottom. 2017. "Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda." The Journal of Agricultural Education and Extension 23, no. 5: 415-426.
This research is aimed at exploring 16- to 19-year-old students’ understanding of fundamental genetics concepts, which has considerable importance for developing conceptual understanding of genetics related phenomena. A cross-national descriptive research method was used to explore English and Turkish students’ understandings of genetics concepts. Data were collected by a two-tier multiple choice diagnostic instrument, The Two-Tier Genetics Concept Test, which required students to justify their choice of option by giving a reason. The results indicate that there are some differences between the English students’ and Turkish students’ understanding of fundamental concepts of genetics; however, there are some notable similarities between the alternative conceptions held by students in the two samples. The common alternative conceptions seen in both of the groups indicate that understanding the concepts occurred regardless of contextual factors. Nevertheless different proportions of the common alternative conceptions and different levels of understanding suggest that conceptualisations develop under the influence of different educational contexts.
Didem Kılıç; Keith S. Taber; Mark Winterbottom. A Cross-National Study of Students’ Understanding of Genetics Concepts: Implications from Similarities and Differences in England and Turkey. Education Research International 2016, 2016, 1 -14.
AMA StyleDidem Kılıç, Keith S. Taber, Mark Winterbottom. A Cross-National Study of Students’ Understanding of Genetics Concepts: Implications from Similarities and Differences in England and Turkey. Education Research International. 2016; 2016 ():1-14.
Chicago/Turabian StyleDidem Kılıç; Keith S. Taber; Mark Winterbottom. 2016. "A Cross-National Study of Students’ Understanding of Genetics Concepts: Implications from Similarities and Differences in England and Turkey." Education Research International 2016, no. : 1-14.
Systemising is the drive to analyse or construct systems, and can be assessed by a systemising quotient (SQ). Empathising is the drive to identify mental states and respond with an appropriate emotion, and can be assessed by an empathising quotient (EQ). Previous evidence suggests that: (1) males are more drawn to systemise than females, and females are more drawn to empathise than males; and (2) males are more likely to work in science and engineering, or to study science subjects at university. This study found: (1) males score more highly on the SQ, and females score more highly on the EQ; (2) controlling for age and gender, there is an association between degree subject and SQ and EQ scores, with “scientists” scoring higher on the SQ and “artists” scoring more highly on the EQ; and (3) individuals’ scores on EQ and SQ were better predictors of degree subject than gender.
Christopher Manson; Mark Winterbottom. Examining the association between empathising, systemising, degree subject and gender. Educational Studies 2012, 38, 73 -88.
AMA StyleChristopher Manson, Mark Winterbottom. Examining the association between empathising, systemising, degree subject and gender. Educational Studies. 2012; 38 (1):73-88.
Chicago/Turabian StyleChristopher Manson; Mark Winterbottom. 2012. "Examining the association between empathising, systemising, degree subject and gender." Educational Studies 38, no. 1: 73-88.
This study examines how the use of self‐ and peer‐assessment within a girls‐only biology class can support students’ motivation. The study took place over 22 weeks in a rural comprehensive school, and the participants were girls between 15 and 16 years of age. Data included questionnaires, semi‐structured interviews, notes from lesson observations and video‐transcripts of peer‐assessment episodes. Data analysis suggests that girls’ motivation may be supported, both by being taught in a single‐sex group and by employing assessment for learning techniques. However, such benefits were not ubiquitous and may have been negated by examination anxiety, inadequate time to adapt to assessment for learning strategies, limited negative effects of single‐sex teaching on learning, the way in which the single‐sex class was created and some girls’ resilient conceptions of science being a masculine subject.
Nadine Johnson; Mark Winterbottom. Supporting girls’ motivation in science: a study of peer‐ and self‐assessment in a girls‐only class. Educational Studies 2011, 37, 391 -403.
AMA StyleNadine Johnson, Mark Winterbottom. Supporting girls’ motivation in science: a study of peer‐ and self‐assessment in a girls‐only class. Educational Studies. 2011; 37 (4):391-403.
Chicago/Turabian StyleNadine Johnson; Mark Winterbottom. 2011. "Supporting girls’ motivation in science: a study of peer‐ and self‐assessment in a girls‐only class." Educational Studies 37, no. 4: 391-403.
Many English schools have a homework policy which prescribes how much homework should be set for each pupil each week, irrespective of whether it can be made meaningful. Research recommends Assessment for Learning (AfL) as supportive of students’ learning, but teachers can find it difficult to incorporate AfL techniques into their practice. This study explores how research homework, undertaken over several weeks, may provide a vehicle for integration of AfL techniques into science lessons at a 13–18 upper school. Prior to completing homework, students were provided with formative feedback, and given the opportunity to self- and peer-assess their work, against assessment criteria. Their work was evaluated to examine how students changed their work in response. Students also completed a short questionnaire, which provided a basis for focus group interviews. Findings suggest that research homework, operating alongside AfL techniques, can support students’ learning, and that research homework can support implementation of AfL.
Louise Newby; Mark Winterbottom. Can research homework provide a vehicle for assessment for learning in science lessons? Educational Review 2011, 63, 275 -290.
AMA StyleLouise Newby, Mark Winterbottom. Can research homework provide a vehicle for assessment for learning in science lessons? Educational Review. 2011; 63 (3):275-290.
Chicago/Turabian StyleLouise Newby; Mark Winterbottom. 2011. "Can research homework provide a vehicle for assessment for learning in science lessons?" Educational Review 63, no. 3: 275-290.
This paper explores the developing thinking about assessment of graduate trainees preparing for secondary teaching in England. For some years teachers in English schools have worked in a context where the outcomes of formal testing have been used to judge school and teacher performance as well as student achievement. Research evidence that formative modes of assessment contribute more to student learning has in recent years led to strong recommendations that most classroom assessment should be ‘Assessment for Learning’ (AfL). In reality the new orthodoxy of AfL is being championed in a context where high‐stakes testing retains its perceived role in ensuring ‘accountability’. Interviews with a sample of trainee teachers at an early stage of preparation for teaching suggest that their preconceptions about the nature and purpose of assessment, and their interpretations of classroom observations on school placement, offer a confused and complex basis for adopting recommended assessment practices in their own teaching.
Keith S. Taber; Fran Riga; Sue Brindley; Mark Winterbottom; John Finney; Linda G. Fisher. Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools. Teacher Development 2011, 15, 171 -186.
AMA StyleKeith S. Taber, Fran Riga, Sue Brindley, Mark Winterbottom, John Finney, Linda G. Fisher. Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools. Teacher Development. 2011; 15 (2):171-186.
Chicago/Turabian StyleKeith S. Taber; Fran Riga; Sue Brindley; Mark Winterbottom; John Finney; Linda G. Fisher. 2011. "Formative conceptions of assessment: trainee teachers’ thinking about assessment issues in English secondary schools." Teacher Development 15, no. 2: 171-186.
This study uses a survey methodology to examine trainee teachers’ developing values and practice in relation to assessment during their initial teacher education and training. It examines whether the factors underpinning trainees’ values and practice change during their ITET year, how the model fit between secondary trainees’ practice and qualified teachers’ practice develops during trainees’ ITET year, and how the model fit between secondary trainees’ values and qualified teachers’ practice develops during trainees’ ITET year.
Mark Winterbottom. Trainee teachers’ developing values and practice in relation to assessment. Procedia - Social and Behavioral Sciences 2010, 2, 1860 -1865.
AMA StyleMark Winterbottom. Trainee teachers’ developing values and practice in relation to assessment. Procedia - Social and Behavioral Sciences. 2010; 2 (2):1860-1865.
Chicago/Turabian StyleMark Winterbottom. 2010. "Trainee teachers’ developing values and practice in relation to assessment." Procedia - Social and Behavioral Sciences 2, no. 2: 1860-1865.
Drawing on role theory and socio‐constructivist ideas about learning, this study explores how peer‐tutoring can support tutors’ learning. The sample comprised ten 16–17‐year‐old biology tutors, working with twenty‐one 14–15‐year‐old students from a science class over eight weeks. Data were collected through an online wiki, tutor interviews, paired tutor discussions and video recordings. Tutors’ perceptions of their role motivated them to learn the material, and their learning was supported by discussion and explanation, revisiting fundamentals, making links between conceptual areas, testing and clarifying their understanding, and reorganising and building ideas, rehearsing them, and working through them repeatedly, to secure their understanding. When tutors employed long answer questions, there was evidence of reflection on their learning and links made between conceptual areas. When preparing to tutor, tutors could focus on key points and engage with basic ideas from alternative perspectives. Mental rehearsal of peer‐tutoring episodes helped them appreciate weaknesses in their own subject knowledge.
Jonathan Galbraith; Mark Winterbottom. Peer‐tutoring: what’s in it for the tutor? Educational Studies 2010, 37, 321 -332.
AMA StyleJonathan Galbraith, Mark Winterbottom. Peer‐tutoring: what’s in it for the tutor? Educational Studies. 2010; 37 (3):321-332.
Chicago/Turabian StyleJonathan Galbraith; Mark Winterbottom. 2010. "Peer‐tutoring: what’s in it for the tutor?" Educational Studies 37, no. 3: 321-332.
This paper reports outcomes of a project in which five teachers developed a web‐based user guide to integrating new technologies in secondary science teaching. The guide aimed to support the initial education of trainee teachers, and the professional development of mentors, in working with, and understanding the affordances of, new technologies. In developing the guide, each teacher researched, trialled in their lessons, and wrote about, a different technology, namely wikis, digital video, podcasts, personal digital assistants, and games consoles. By collecting data alongside this process, this paper examines teachers’ and pupils’ perceptions of the affordances of such technologies in the science classroom. The authors undertook individual interviews with teachers and focus group interviews with students. Pupils’ and teachers’ perceptions clustered around four main themes: construction and social construction of learning, differentiation, assessment, and motivation and engagement.
James De Winter; Mark Winterbottom; Elaine Wilson. Developing a user guide to integrating new technologies in science teaching and learning: teachers’ and pupils’ perceptions of their affordances. Technology, Pedagogy and Education 2010, 19, 261 -267.
AMA StyleJames De Winter, Mark Winterbottom, Elaine Wilson. Developing a user guide to integrating new technologies in science teaching and learning: teachers’ and pupils’ perceptions of their affordances. Technology, Pedagogy and Education. 2010; 19 (2):261-267.
Chicago/Turabian StyleJames De Winter; Mark Winterbottom; Elaine Wilson. 2010. "Developing a user guide to integrating new technologies in science teaching and learning: teachers’ and pupils’ perceptions of their affordances." Technology, Pedagogy and Education 19, no. 2: 261-267.
Learning logs or reflective journals are frequently used in further and higher education to encourage students' reflection on their learning. Such approaches are rare in school. This study employed a learning log over a five-week period, with a class of 14–15 year old students learning about digestion, respiration and breathing at a Suffolk upper school in the UK. The study aimed to establish (1) how the learning log can prompt reflection on the learning benefits of classroom activities and increase cognitive control of learning strategies, and (2) how greater understanding of learning strategies may affects students' motivation to learn. The learning logs themselves formed one source of data. Student reflections on the learning benefits of classroom activities were also assessed through classroom dialogue and semi-structured interviews. Motivation was assessed at the start and at the end of the teaching sequence, using a questionnaire. The learning log did stimulate student reflection, but did not prompt the level of learning strategy awareness that emerged in the semi-structured interviews. Suggestions are made (1) for modifications to the learning log, and (2) for how the learning log can provide a mechanism for continuous student feedback on teaching and learning activities.
Karen Stephens; Mark Winterbottom. Using a learning log to support students' learning in biology lessons. Journal of Biological Education 2010, 44, 72 -80.
AMA StyleKaren Stephens, Mark Winterbottom. Using a learning log to support students' learning in biology lessons. Journal of Biological Education. 2010; 44 (2):72-80.
Chicago/Turabian StyleKaren Stephens; Mark Winterbottom. 2010. "Using a learning log to support students' learning in biology lessons." Journal of Biological Education 44, no. 2: 72-80.