Science and Technology Education Group

Science and Technology Education Group

Science and technology have a significant impact on contemporary societies, and teaching and learning about them effectively has the potential to improve both individual and social life. Members of the Science and Technology Education Group (STEG) pursue research that makes a positive and measurable difference in teaching and learning. Our work is driven by an ethos that decision-making in these areas should be informed by research-based evidence which can objectively inform practice and policy.


What are we doing?

We are undertaking research in science and technology education in order to make a positive, measureable, impact upon teaching and learning in those areas. Some of our current research involves: looking at the provision and effectiveness of psycho-educational interventions involving technology to help support carers of people with dementia; the impact of open days and open evenings on Key Stage 2 students; cultural differences in the prevalence of misconceptions in science.

Why is it important?

Science and technology play a significant role in many aspects of contemporary life and the ability to make the teaching and learning of science and technology more effective has the potential to impact positively both on individual lives and the country as a whole.

How are we different?

We share the view that educational practice in all areas of science and technology education needs to be informed by objective, research based, evidence rather than the views and personal opinions of those working in those areas. 

 

 

Academic Staff

 
Prof. Ian Abrahams

Head of School of Education

Dr. Michael Gallimore

Deputy Head of School of Engineering

Prof. Terence Karran

Professor in Higher Education

Prof. Ian Scowen

Head of Chemistry

Dr. Rachael Sharpe

Senior Lecturer, School of Education

Prof. Andrei Zvelindovsky

 
Dr. Carol Callinan

Head of School of Mathematics & Physics

 
Senior Lecturer, School of Education

Dr. Nikolaos Fotou

School of Education, University of Maynooth

Dr. Jennifer Johnston

Senior Lecturer, School of Education


Research Staff

 

Miss Despina Laparidou

 Research Assistant

 

Associate Members

 

 

Mayada Alharbi

PhD student, University of Lincoln (Dr. Callinan DoS)

Betty Kehoe 

PhD (Professional) student, University of Lincoln (Dr. Johnston DoS)

Holly Meneer

PhD student, University of Lincoln (Prof. Abrahams DoS)

Suhaiza Zainuddin

PhD student, University of Lincoln (Dr. Johnston DoS)

Godwin Osakwe

PhD student, University of Leeds (Prof. Abrahams DoS)

Chris Otter

PhD student, University of Leeds (Prof. Abrahams DoS)

Stuart Norris

PhD student, University of Lincoln (Dr. Sharpe DoS)

 

Publications

Abrahams, I., Constantinou, M., Fotou, N., & Potterton, B.  (2017).The relevance of science in a ‘black box’ technological world. School Science Review, 98 (365), 63-67.

 

Walshe, G., Johnston, J., & McClelland, G. (2017). Integrating mathematics into science: Design, development and evaluation of a curriculum model. In K. Hahl, K. Juuti, J. Lampiselkä, J. Lavonen & A. Uitto, (Eds.), Cognitive and affective aspects in science education research, selected papers from ESERA conference 2015, Springer, NL.

 

Abrahams, I. (2016). Minds-on practical work for effective science learning. In K. Taber & B. Akpan, Science Education: An International Course Companion (pp. 403-416). London: Sense.

 

Abrahams, I., & Reiss, M. (Eds) (2016). Enhancing learning with effective practical science 11-16. London: Bloomsbury.

 

Abrahams, I., Reiss, M.J., & Sharpe, R. (2016). To DAPS or to IAPS: That is the question. In I. Eilks, S. Markic & B. Ralle (Eds), Science Education Research and Practical Work (pp. 119-130). Germany: Shaker Verlag.

 

Fotou, N., & Abrahams, I. (2016). Students’ analogical reasoning in novel situations: Theory-like misconceptions or p-prims? Physics Education, 51 (4), 1-6.

 

Johnston, J., Walshe, G. and Ní Ríordáin, M. (2016). Utilising different models of integration to enhance the teaching and learning of second level science and mathematics. New Perspectives in Science Education (5th Ed). pp. 72-77. ISSN 2420-97321.

 

Ní Ríordáin, M., Johnston, J., & Walshe, G. (2016). Making mathematics and science integration happen: Key aspects of practice. International Journal of Mathematical Education in Science and Technology. [Online].  1-23, [Accessed 27 Oct 2015]. Available from: doi: 10.1080/0020739X.2015.1078001.

 

Park, J., Abrahams, I., & Song, J. (2016). Unintended knowledge learnt in primary science practical lessons. International Journal of Science Education, 38 (16), 2528-2549.

 

Park, J., Song, J., & Abrahams, I. (2016). Unintended learning in primary school practical science lessons from Polanyi’s perspective of intellectual passion. Science & Education, 25 (1), 3-20

 

Abrahams, I., Homer, M., Sharpe, R., & Zhou, M. (2015). A comparative cross-cultural study of the prevalence and nature of misconceptions in physics amongst English and Chinese undergraduate students. Research in Science & Technological Education, 33 (1), 111-130.

 

Callinan, C. (2015). Talking about electricity: the importance of hearing gestures as well as words, In C. P. Constantinou, N. Papadouris & A. Hadjigeorgiou (Eds.), Insights from Research in Science Teaching and Learning: Selected papers from the ESERA 2013 conference. Springer: New York. ISBN: 978-3-319-20073-6

 

Fotou, N., & Abrahams, I. (2015). Students' reasoning in making predictions about novel situations: The role of self generated analogies. In N. Papadouris, A.

 

Hadzigeorgiou & C. P. Constantionou, Book of Selective Papers from the ESERA 2013 Conference, Dordrecht: Springer.

 

Fotou, N., & Abrahams, I. (2015). Doing with ideas: The role of talk in effective practical work in science. School Science Review, 96 (359), 55-60.

 

Abrahams, I., & Reiss, M.J. (2015). The assessment of practical skills. School Science Review, 96 (357), 40-44.

 

Sharpe, R. (2015) Students’ attitudes to practical work by age and subject. School Science Review, 96 (357), 25-30

 

Abrahams, I. (2014). Teaching in laboratories. In R. Gunstone (Ed.) Encyclopedia of science education. Springer Science + Business Media Dordrecht.

 

Abrahams, I., Reiss, M.J., & Sharpe, R. (2014). The impact of the ‘Getting Practical: Improving Practical Work in Science’ continuing professional development programme on teachers’ ideas and practice in science practical work. Research in Science & Technological Education 32 (3), 263-280.

 

Callinan, C., & Sharp, J. (2014). Understanding children’s ideas from a multimodal perspective. In J. Johnston (Ed.) Emergent Science: Teaching science from birth to 8. Routledge: Oxon.

 

Johnston, J., Ní Ríordáin, M., & Walshe, G. (2014) An integrated approach to the teaching and learning of science and mathematics utilising technology - the teachers’ perspective', Journal on School Educational Technology, 9(4), 14-26.

 

Abrahams, I., Reiss, M., & Sharpe, R. (2013). The assessment of practical work in school science. Studies in Science Education, 49(2), 209-251.

School of Education University of Lincoln Brayford Pool Lincoln LN6 7TS
Beverley Potterton bpotterton@lincoln.ac.uk (+44 (0)1522 886236)
or educationenquiries@lincoln.ac.uk