Professor in Education
Professor in Education
Embedded Files
My research work centres on teaching and learning processes that span subject disciplines, emerge in contrasting formal and informal locations and involve learners of any age. As a former primary and secondary teacher, higher education lecturer, professional development consultant, teacher educator (in the UK and USA) and researcher my educational experiences all inform the multiple ways that I consider, examine and articulate pedagogical enactments and the relational nature of teaching and learning.
My research work centres on teaching and learning processes that span subject disciplines, emerge in contrasting formal and informal locations and involve learners of any age. As a former primary and secondary teacher, higher education lecturer, professional development consultant, teacher educator (in the UK and USA) and researcher my educational experiences all inform the multiple ways that I consider, examine and articulate pedagogical enactments and the relational nature of teaching and learning.
My research interests have centred around issues and concerns related to science education research, including the ways that practical work is managed and organised for secondary students to learn effectively and collaboratively (McGregor 2003, 2014, 2016; McGregor & Gaciu 2018); dialogue evidences cognitive processing (McGregor & Gunter 2001; McGregor 2003, 2012, 2014); pedagogic enactments shape, direct and influence learning (McGregor 2012, 2014, 2016, 2020; McGregor et al 2020); that learner creativity (Davies & McGregor 2017, 2018; McGregor 2018) is nurtured through creative practices (McGregor & Duggan 2016, 2017; McGregor & Frodsham 2019); that stories from history can inform inspirational ways of engaging children to think about science (McGregor & Precious 2015; McGregor 2016, 2017, 2018, 2019, 2021) that there are multiple ways that learner identities develop and are shaped by cultural practices within con/figured worlds of formal and informal classrooms (McGregor 2012, 2014, 2016, 2018; McGregor et al 2019).
My research interests have centred around issues and concerns related to science education research, including the ways that practical work is managed and organised for secondary students to learn effectively and collaboratively (McGregor 2003, 2014, 2016; McGregor & Gaciu 2018); dialogue evidences cognitive processing (McGregor & Gunter 2001; McGregor 2003, 2012, 2014); pedagogic enactments shape, direct and influence learning (McGregor 2012, 2014, 2016, 2020; McGregor et al 2020); that learner creativity (Davies & McGregor 2017, 2018; McGregor 2018) is nurtured through creative practices (McGregor & Duggan 2016, 2017; McGregor & Frodsham 2019); that stories from history can inform inspirational ways of engaging children to think about science (McGregor & Precious 2015; McGregor 2016, 2017, 2018, 2019, 2021) that there are multiple ways that learner identities develop and are shaped by cultural practices within con/figured worlds of formal and informal classrooms (McGregor 2012, 2014, 2016, 2018; McGregor et al 2019).
My PhD thesis (summary of thesis here), undertaken as a teacher-researcher, was focused on ‘Applying learning theories reflexively to understand and support the use of group work in the learning of science’ (Keele University). It was awarded in 2003 and included research that examined many teachers’ and pupils’ views and enactments of differentiated practical tasks in secondary science classrooms (A summary of my thesis can be found here). Aspects of this work are discussed and considered further in my two books, ‘Developing Thinking Developing learning’ and ‘Practice and Perspectives: Learning in practical science: Teachers and pupils learning about working together in secondary science classrooms.’
My PhD thesis (summary of thesis here), undertaken as a teacher-researcher, was focused on ‘Applying learning theories reflexively to understand and support the use of group work in the learning of science’ (Keele University). It was awarded in 2003 and included research that examined many teachers’ and pupils’ views and enactments of differentiated practical tasks in secondary science classrooms (A summary of my thesis can be found here). Aspects of this work are discussed and considered further in my two books, ‘Developing Thinking Developing learning’ and ‘Practice and Perspectives: Learning in practical science: Teachers and pupils learning about working together in secondary science classrooms.’
McGregor, D. and Cartwright, L. (Eds) (2011) Developing Reflective Practice: A handbook for Beginning Teachers. 301 pp Buckingham : Open University Press. Click here for a book summary.
McGregor, D. and Cartwright, L. (Eds) (2011) Developing Reflective Practice: A handbook for Beginning Teachers. 301 pp Buckingham : Open University Press. Click here for a book summary.
This book was written to provide secondary beginning trainees (or pre-service teachers) guidance and practical advice about aspects of their work they would need to address in becoming a qualified teacher. There are illustrative cases where narratives from real-would-be trainees share their concerns and strategies in overcoming the challenges of achieving qualified teacher status in secondary schools. The book also includes pen portrait illustrations of the ways that theoretical ideas, particularly about reflection, being reflective and becoming reflexive and action research, too, have been adapted as vehicles to develop different aspects of professional practice.
This book was written to provide secondary beginning trainees (or pre-service teachers) guidance and practical advice about aspects of their work they would need to address in becoming a qualified teacher. There are illustrative cases where narratives from real-would-be trainees share their concerns and strategies in overcoming the challenges of achieving qualified teacher status in secondary schools. The book also includes pen portrait illustrations of the ways that theoretical ideas, particularly about reflection, being reflective and becoming reflexive and action research, too, have been adapted as vehicles to develop different aspects of professional practice.
McGregor, D. and Precious, W. (2014) Dramatic Science. Inspiring ideas for using drama to teach science. 238 pp London : Routledge. Click here for a summary of the book.
McGregor, D. and Precious, W. (2014) Dramatic Science. Inspiring ideas for using drama to teach science. 238 pp London : Routledge. Click here for a summary of the book.
This book provides a plethora of ideas about ways in which teachers can adopt drama conventions to engage learners in thinking about science. All the ideas are tried and tested and many are illustrated with photographs to demonstrate how the conventions worked in practice.
This book provides a plethora of ideas about ways in which teachers can adopt drama conventions to engage learners in thinking about science. All the ideas are tried and tested and many are illustrated with photographs to demonstrate how the conventions worked in practice.
Davies, D. and McGregor, D. (2018) Creative Teaching in Primary Science. Second edition. London : Routledge. Turkish version
Davies, D. and McGregor, D. (2018) Creative Teaching in Primary Science. Second edition. London : Routledge. Turkish version
Davies, D. and McGregor, D. (2017) Creative Teaching in Primary Science. Second edition. London : Routledge.
Davies, D. and McGregor, D. (2017) Creative Teaching in Primary Science. Second edition. London : Routledge.
This second edition of Teaching Science Creatively, is co-authored by Dan Davies and Deb McGregor. It draws Davies’s study visit to New Zealand McGregor’s pioneering work in developing creative approaches to primary science through the medium of drama.
This second edition of Teaching Science Creatively, is co-authored by Dan Davies and Deb McGregor. It draws Davies’s study visit to New Zealand McGregor’s pioneering work in developing creative approaches to primary science through the medium of drama.
Recent chapters :
Recent chapters :
McGregor, D., Wilson, H., Frodsham, S. and Alexander, P. (2021) Practical Theorising in the Professional Development of Primary Teachers: Outcomes of the ‘Thinking, Doing, Talking Science’ Project. In Katharine Burn, Trevor Mutton and Ian Thompson (Eds) Practical Theorising in Teacher Education : Holding Theory and Practice Together. Forthcoming.
McGregor, D., Wilson, H., Frodsham, S. and Alexander, P. (2021) Practical Theorising in the Professional Development of Primary Teachers: Outcomes of the ‘Thinking, Doing, Talking Science’ Project. In Katharine Burn, Trevor Mutton and Ian Thompson (Eds) Practical Theorising in Teacher Education : Holding Theory and Practice Together. Forthcoming.
This chapter offers illustrations of the ways that Thinking Doing Talking Science (TDTS) has been used in schools. It provides description and discussion about aspects of the theoretical background that informs the way that TDTS has been designed. It also offers quotations from both teachers and children about, i. how they enact practice and ii. how pupils respond to the activities involved in the various different strategies respectively.
This chapter offers illustrations of the ways that Thinking Doing Talking Science (TDTS) has been used in schools. It provides description and discussion about aspects of the theoretical background that informs the way that TDTS has been designed. It also offers quotations from both teachers and children about, i. how they enact practice and ii. how pupils respond to the activities involved in the various different strategies respectively.
McGregor, D. and Gaciu, N. (2018) Creativity in teaching science. In J. Hillier and I. Banner (Eds) ASE Guide to Secondary Science Education. Hatfield : ASE
McGregor, D. and Gaciu, N. (2018) Creativity in teaching science. In J. Hillier and I. Banner (Eds) ASE Guide to Secondary Science Education. Hatfield : ASE
This chapter discusses different interpretations of creativity and how it might arise or be developed in the classroom. It also provides suggestions for ways teachers can alter their practice to be creative themselves as well as encouraging their students to be creative. Strategies to encourage students’ inventiveness include considering everyday objects and events in an unusual way, thinking about intriguing phenomena, asking (and valuing) questions and supporting students to think innovatively.
This chapter discusses different interpretations of creativity and how it might arise or be developed in the classroom. It also provides suggestions for ways teachers can alter their practice to be creative themselves as well as encouraging their students to be creative. Strategies to encourage students’ inventiveness include considering everyday objects and events in an unusual way, thinking about intriguing phenomena, asking (and valuing) questions and supporting students to think innovatively.
McGregor, D. and Day, J. (2018) Constructing and reviewing dioramas : Epistemological perspectives related to supporting beginning teachers to think about their use to help children understand the work of natural history scientists. In A. Scheersoi & S.D. Tunnicliffe (Eds.), Natural history dioramas – Traditional exhibits for current educational themes. Vol. II: Socio-cultural aspects. Dordrecht: Springer
McGregor, D. and Day, J. (2018) Constructing and reviewing dioramas : Epistemological perspectives related to supporting beginning teachers to think about their use to help children understand the work of natural history scientists. In A. Scheersoi & S.D. Tunnicliffe (Eds.), Natural history dioramas – Traditional exhibits for current educational themes. Vol. II: Socio-cultural aspects. Dordrecht: Springer
This chapter explores how DIY versions of traditional kinds of dioramas can contribute to teaching and learning. The evidence from, constructing and reviewing, home-made exhibits indicates they can offer unique affordances to help teachers and children better understand concepts related to natural history.
This chapter explores how DIY versions of traditional kinds of dioramas can contribute to teaching and learning. The evidence from, constructing and reviewing, home-made exhibits indicates they can offer unique affordances to help teachers and children better understand concepts related to natural history.
McGregor, D. (2014) Developing Subject Knowledge. In Handbook for Teacher Educators. Transfer, Translate or Transform. (Ed.) Susan Rodrigues. Rotterdam, The Netherlands : Sense Publishers. pp 49 - 66
McGregor, D. (2014) Developing Subject Knowledge. In Handbook for Teacher Educators. Transfer, Translate or Transform. (Ed.) Susan Rodrigues. Rotterdam, The Netherlands : Sense Publishers. pp 49 - 66
This chapter is written for teacher educators wishing to understand how they could go about ensuring they take account of appropriate concepts when planning and preparing curricular materials for learners. It draws predominantly on Shulman’s ideas about different influences that teachers need to take account of in any learning situation.
This chapter is written for teacher educators wishing to understand how they could go about ensuring they take account of appropriate concepts when planning and preparing curricular materials for learners. It draws predominantly on Shulman’s ideas about different influences that teachers need to take account of in any learning situation.
Further information available at https://www.springer.com/gp/book/9789462096950
Further information available at https://www.springer.com/gp/book/9789462096950
McGregor, D. (2012) Group work in Science classrooms. In Oversby, J. (Ed) Research for Science Teaching. Hatfield : Association for Science Education. 77 - 82.
McGregor, D. (2012) Group work in Science classrooms. In Oversby, J. (Ed) Research for Science Teaching. Hatfield : Association for Science Education. 77 - 82.
This chapter brings together recent research that summaries influences on the ways that pupils interact and collaborate when working together on contrasting tasks in secondary science classrooms.
This chapter brings together recent research that summaries influences on the ways that pupils interact and collaborate when working together on contrasting tasks in secondary science classrooms.
Recent papers :
Recent papers :
McGregor, D., Frodsham, S. and Wilson, H. (2020) The nature of epistemological opportunities for doing, thinking and talking about science : Reflections on an effective intervention that promotes creativity. Research in Science and Technological Education https://doi.org/10.1080/02635143.2020.1799778
McGregor, D., Frodsham, S. and Wilson, H. (2020) The nature of epistemological opportunities for doing, thinking and talking about science : Reflections on an effective intervention that promotes creativity. Research in Science and Technological Education https://doi.org/10.1080/02635143.2020.1799778
This paper offers illustrations of the way that a mixed methods approach was applied to gather both qualitative and quantitative evidence about the ways that Thinking Doing Talking Science (TDTS) has impacted on science learning in schools. It also provides an in-depth account of the way that the teaching strategies are constructivist in nature through presenting challenging tasks for pupils to think about. It also demonstrates how teachers present the tasks so that they can all be inclusively engaged in thinking about science.
This paper offers illustrations of the way that a mixed methods approach was applied to gather both qualitative and quantitative evidence about the ways that Thinking Doing Talking Science (TDTS) has impacted on science learning in schools. It also provides an in-depth account of the way that the teaching strategies are constructivist in nature through presenting challenging tasks for pupils to think about. It also demonstrates how teachers present the tasks so that they can all be inclusively engaged in thinking about science.
McGregor, D. (2020) Chronotopes : What are they? …and why do they matter? This is a link to my response to various questions about my chronotopes paper (McGregor 2020) posed by pre-service or trainee teachers
McGregor, D. (2020) Chronotopes : What are they? …and why do they matter? This is a link to my response to various questions about my chronotopes paper (McGregor 2020) posed by pre-service or trainee teachers
McGregor, D. and Frodsham, S. (2019) Epistemic insights : Contemplating tensions between policy influences and creativity in school science British Educational Research Journal 45 (4) p.770 - 790
McGregor, D. and Frodsham, S. (2019) Epistemic insights : Contemplating tensions between policy influences and creativity in school science British Educational Research Journal 45 (4) p.770 - 790
McGregor, D., Baskerville, D., Anderson, D. and Duggan, A. (2019) Examining the use of drama to develop epistemological understanding about the Nature of Science : A collective case from experience in New Zealand and England. International Journal of Science Education
McGregor, D., Baskerville, D., Anderson, D. and Duggan, A. (2019) Examining the use of drama to develop epistemological understanding about the Nature of Science : A collective case from experience in New Zealand and England. International Journal of Science Education
McGregor, D. (2016) Using drama within a STEM context to develop enquiry skills and appreciate being a scientist! Journal of Emergent Science 12 16 – 24
McGregor, D. (2016) Using drama within a STEM context to develop enquiry skills and appreciate being a scientist! Journal of Emergent Science 12 16 – 24
Woodhouse, F. and McGregor, D. (2016) Action Research in the classroom 3 : Suggestions about collecting data in everyday science classroom situations. Education in Science. 263 p. 32- 33
Woodhouse, F. and McGregor, D. (2016) Action Research in the classroom 3 : Suggestions about collecting data in everyday science classroom situations. Education in Science. 263 p. 32- 33
Woodhouse, F. and McGregor, D. (2015) Action Research in the classroom 2 : Preparing to collect data. Education in Science. 261 p, 30 – 31
Woodhouse, F. and McGregor, D. (2015) Action Research in the classroom 2 : Preparing to collect data. Education in Science. 261 p, 30 – 31
McGregor, D. and Woodhouse, F. (2015) Action Research in the classroom 1 : Introducing Action Research for Science teachers. Education In Science. 260 p. 30 – 31
McGregor, D. and Woodhouse, F. (2015) Action Research in the classroom 1 : Introducing Action Research for Science teachers. Education In Science. 260 p. 30 – 31
Wise, N. Bird, J. McGregor, D. (2015) Reflections on the use of tablet technology. Primary Science 140 p. 5 - 8
Wise, N. Bird, J. McGregor, D. (2015) Reflections on the use of tablet technology. Primary Science 140 p. 5 - 8
Frodsham, S., McGregor, D. and Wilson, H. (2014) Young children’s views of creativity in science : exploring perspectives in an English primary classroom. Journal of Emergent Science 8 31 – 40
Frodsham, S., McGregor, D. and Wilson, H. (2014) Young children’s views of creativity in science : exploring perspectives in an English primary classroom. Journal of Emergent Science 8 31 – 40
Precious, W. & McGregor, D. (2014) Just Imagine. Using drama to support learning science with older primary children. Primary Science. 132 p. 35 - 37
Precious, W. & McGregor, D. (2014) Just Imagine. Using drama to support learning science with older primary children. Primary Science. 132 p. 35 - 37
McGregor, D. (2013) Using children’s ideas in teaching: reviewing messages from research. Education in Science 254 p.24 - 25
McGregor, D. (2013) Using children’s ideas in teaching: reviewing messages from research. Education in Science 254 p.24 - 25
Dennis, M., Duggan, A. and McGregor, D. (2014) Evolution in Action. Primary Science 131 p.8 - 10
Dennis, M., Duggan, A. and McGregor, D. (2014) Evolution in Action. Primary Science 131 p.8 - 10
McGregor, D. (2014) Chronicling innovative learning in primary classrooms : Conceptualizing a theatrical pedagogy to successfully engage young children learning science. Pedagogies : An International Journal 9 (3) 216 – 232
McGregor, D. (2014) Chronicling innovative learning in primary classrooms : Conceptualizing a theatrical pedagogy to successfully engage young children learning science. Pedagogies : An International Journal 9 (3) 216 – 232
McGregor, D. & Precious, W. (2012) Dramatic Science at Key Stage 1 : Modelling ideas within an Olympics theme Primary Science. 123 : 10 - 13
McGregor, D. & Precious, W. (2012) Dramatic Science at Key Stage 1 : Modelling ideas within an Olympics theme Primary Science. 123 : 10 - 13
McGregor, D. (2012) Dramatising Science Learning : Findings from a pilot study to re-invigorate elementary science pedagogy for five to seven year olds. International Journal of Science Education 34 (8) 1145 – 1165
McGregor, D. (2012) Dramatising Science Learning : Findings from a pilot study to re-invigorate elementary science pedagogy for five to seven year olds. International Journal of Science Education 34 (8) 1145 – 1165
European project work
European project work
The SAILS project has demonstrated how inquiry approaches can be used for teaching a range of scientific topics, and has helped science teachers become confident and competent in the assessment of their students’ learning through inquiry. More than 2500 science teachers in 12 countries have participated in SAILS teacher education programmes. These teachers have strengthened their inquiry pedagogy and assessment practices by developing their understanding of the role of assessment
The SAILS project has demonstrated how inquiry approaches can be used for teaching a range of scientific topics, and has helped science teachers become confident and competent in the assessment of their students’ learning through inquiry. More than 2500 science teachers in 12 countries have participated in SAILS teacher education programmes. These teachers have strengthened their inquiry pedagogy and assessment practices by developing their understanding of the role of assessment
As External Advisor for the pan European project I contributed to the project in a number of ways.
As External Advisor for the pan European project I contributed to the project in a number of ways.
I am also the editor of ESERA research series book
I am also the editor of ESERA research series book
There is also an epistemology interview regarding examining the use of drama to develop epistemological understanding about the Nature of Science: A collective case from experience in New Zealand and England (click here).
There is also an epistemology interview regarding examining the use of drama to develop epistemological understanding about the Nature of Science: A collective case from experience in New Zealand and England (click here).
Conference Papers :
Conference Papers :
This list is not exhaustive, but conveys the extent to which I endeavour to disseminate my research projects and findings to other academics and practitioners.
This list is not exhaustive, but conveys the extent to which I endeavour to disseminate my research projects and findings to other academics and practitioners.
McGregor, D. and Frodsham, S (2018) Storytelling in science: The impact of pedagogic variations. BERA Newcastle.
McGregor, D. and Frodsham, S (2018) Storytelling in science: The impact of pedagogic variations. BERA Newcastle.
McGregor, D. and Frodsham, S. (2018) Exploring views about the nature and influence of creativity-in-school-science: the qualified scientist’s perspective. BERA. Newcastle.
McGregor, D. and Frodsham, S. (2018) Exploring views about the nature and influence of creativity-in-school-science: the qualified scientist’s perspective. BERA. Newcastle.
McGregor, D. & Duggan, A. (2017) Theorising about pedagogy to teach inquiry science using process drama : A synthesis from practice. BERA. Brighton.
McGregor, D. & Duggan, A. (2017) Theorising about pedagogy to teach inquiry science using process drama : A synthesis from practice. BERA. Brighton.
McGregor, D. & Arthur, L. (2017) Lessons for School Leadership : Observations from a two-year City-wide intervention. BERA. Brighton
McGregor, D. & Arthur, L. (2017) Lessons for School Leadership : Observations from a two-year City-wide intervention. BERA. Brighton
McGregor, D. & Duggan, A. (2016) “It made me want to be a scientist!” Applying positional theory to interpret learning through a scientific dramatic enquiry. BERA. Leeds
McGregor, D. & Duggan, A. (2016) “It made me want to be a scientist!” Applying positional theory to interpret learning through a scientific dramatic enquiry. BERA. Leeds
McGregor, D., Bird, J. & Frodsham, S. (2016) Mixtures, maltesers and magnets : Augmenting the Enquiry process through tablet technology in Primary Science. BERA. Leeds
McGregor, D., Bird, J. & Frodsham, S. (2016) Mixtures, maltesers and magnets : Augmenting the Enquiry process through tablet technology in Primary Science. BERA. Leeds
McGregor, D. (2015) Action Research : Thinking about your research design. Association of Science Education (ASE) Annual Conference. Reading University. 7th - 10th January
McGregor, D. (2015) Action Research : Thinking about your research design. Association of Science Education (ASE) Annual Conference. Reading University. 7th - 10th January
McGregor, D. (2015) Using Drama to support the development of learning science at KS 1. ASE 7 – 10th January 2015 Reading University
McGregor, D. (2015) Using Drama to support the development of learning science at KS 1. ASE 7 – 10th January 2015 Reading University
McGregor, D. (2015) Using Drama to support the development of learning science at KS 2. ASE 7 – 10th January 2015 Reading University
McGregor, D. (2015) Using Drama to support the development of learning science at KS 2. ASE 7 – 10th January 2015 Reading University
McGregor, D. (2015) Tensions in primary (investigational) practical work : Can consideration of ontological and epistemological dilemmas help inform policy or practice? ASE 7 – 10th January 2015 Reading University
McGregor, D. (2015) Tensions in primary (investigational) practical work : Can consideration of ontological and epistemological dilemmas help inform policy or practice? ASE 7 – 10th January 2015 Reading University
McGregor, D. and Duggan, A. (2015) Illustrating the ways that different drama conventions can contribute to learning (in and about) science. Department of Education. Victoria University, New Zealand.. 18th February 2015.
McGregor, D. and Duggan, A. (2015) Illustrating the ways that different drama conventions can contribute to learning (in and about) science. Department of Education. Victoria University, New Zealand.. 18th February 2015.
McGregor, D. (2015) Exploring childrens’ views of creativity. NARST : Chicago 11th – 14th April 2015
McGregor, D. (2015) Exploring childrens’ views of creativity. NARST : Chicago 11th – 14th April 2015
Baskerville, Duggan, Anderson, McGregor (2015) Learning to be a Scientist through inhabiting a role. BERA Sept 15 – 17th
Baskerville, Duggan, Anderson, McGregor (2015) Learning to be a Scientist through inhabiting a role. BERA Sept 15 – 17th
Anderson, McGregor, Baskerville, Duggan (2015) Supporting learning about science through drama: experiences from NZ and the UK. ESERA Helsinki Sept 1 – 4th
Anderson, McGregor, Baskerville, Duggan (2015) Supporting learning about science through drama: experiences from NZ and the UK. ESERA Helsinki Sept 1 – 4th
McGregor, D. (2014) What are thinking skills?, The use of groupwork to develop thinking skills. The use of drama to develop thinking in science. 11 – 13th March 2014 University of York, National Science Learning Centre (NSLC)
McGregor, D. (2014) What are thinking skills?, The use of groupwork to develop thinking skills. The use of drama to develop thinking in science. 11 – 13th March 2014 University of York, National Science Learning Centre (NSLC)
McGregor, D. (2014) Using Drama to scaffold the development of scientific understanding in young children. Presentation at Global Conversations. 3 – 6th April 2014 Boston, NSTA
McGregor, D. (2014) Using Drama to scaffold the development of scientific understanding in young children. Presentation at Global Conversations. 3 – 6th April 2014 Boston, NSTA
McGregor, D. (2014) Dramatic Science : using acting techniques to develop scientific understanding and skills. Presentation at Elementary Extravaganza. 3 – 6th April 2014 Boston, NSTA
McGregor, D. (2014) Dramatic Science : using acting techniques to develop scientific understanding and skills. Presentation at Elementary Extravaganza. 3 – 6th April 2014 Boston, NSTA
McGregor, D. (2013) Thinking Skills in Science. University of York, NSLC. Primary Science Conference.
McGregor, D. (2013) Thinking Skills in Science. University of York, NSLC. Primary Science Conference.
McGregor, D. (2012) Dramatic Science University of York, NSLC. Primary Science Conference.
McGregor, D. (2012) Dramatic Science University of York, NSLC. Primary Science Conference.
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