STEAM@Brookes : Related Publications page

Frodsham, S. (2018) ‘Developing creativity within primary science teaching. What does it look like and how can classroom interactions augment the process?’. Unpublished PhD thesis. Oxford: Oxford Brookes University.

McGregor, D. (2003) Applying learning theories reflexively to understand and support the use of group work in the learning of science. Unpublished PhD thesis: Keele University.

McGregor, D,, & Frodsham, S. (2019) ‘Epistemic insights : Contemplating tensions between policy influences and creativity in school science’. BERJ. 45(4). P.770-790.

McGregor D., Baskerville D., Anderson., & D, 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, UK' International Journal of Science Education 9(2) pp.171-194

Burbank, B., McGregor, D., & Wild. M, (2018) "My special, my special thing, and my camera!" Using GoPro™ as a complementary research tool to investigate young children’s museum experiences.' Museum and Society 16 (3) pp.311-333

McGregor, D. (2017) 'Using drama within a STEM context : Developing inquiry skills and appreciating what it is to be a scientist!' Journal of Emergent Science 12 (January) pp.16-24

McGregor, D. (2017) 'Guest editorial: Creativity exemplified: No boundaries, No barriers – proceedings from the PSTT International Primary Science Conference, Belfast, June 2016.' Journal of Emergent Science 12 (January) pp.4-6

Woodhouse. F., & McGregor, D. (2015) 'Action research in the classroom 2 : Preparing to collect data' Education in Science -Hatfield-

Wise. N,. Bird, J., & McGregor, D. (2015) 'Reflections on the use of tablet technology' Primary Science 140 pp.5-8

McGregor, D., & Woodhouse F, (2015) 'Action research in the classroom 1 : Introducing action research for science teachers' Education in Science 261 pp.30-31

Frodsham, S., McGregor, D., & Wilson, H. (2014) 'Young children’s views of creativity in science : exploring perspectives in an English primary classroom' Journal of Emergent Science (8) pp.31-41

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) pp.216-232

Dennis, M., Duggan, A., & McGregor, D. (2014) 'Evolution in Action' Primary Science 131 pp.8-10

Precious, W., & McGregor, D. (2014)'Just Imagine : using drama to support learning science with older primary children' Primary Science 132 pp.35-37

McGregor, D., (2014) 'Chronicling innovative learning in primary classrooms : Conceptualising a theatrical pedagogy to successfully engage young children learning science' Pedagogies : An international journal 9 (3) pp.216-232

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) (2012) pp.1145-1165

McGregor, D., Hooker, B., Wise, D., & Devlin, L (2010) 'Supporting professional learning through teacher educator enquiries: an ethnographic insight into developing understanding and changing identitieds' Professional Development in Education 36 (1-2) pp.169-195

McGregor, D. (2008) 'The influence of task structure on students' learning processes: observations from case studies in secondary school science' Journal of Curriculum Studies 40 (4) pp.509-540

McGregor, D & Murphy P, (2017) Theories of Learning : A textbook for teachers. London: SAGE

Davies, D, & McGregor D, (2016) Teaching Science Creatively, London: Routledge

McGregor, D & Precious, W. (2014) Dramatic Science: Inspired ideas for teaching science using drama ages 5-11. London: Routledge

McGregor. D, & Cartwright, L, (2011) Developing Reflective Practice. A handbook for Beginning Teachers. Maidenhead: Open University Press:

McGregor, D. (2007) Developing Thinking Developing Learning, Open University Press

McGregor, D., & Gadd, J. (2018) 'Constructing and reviewing dioramas : 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.) (ed.), Natural history dioramas. Vol. 2, Socio-cultural aspects., Dordrecht: Springer

McGregor, D,.(2014) 'Developing Subject Knowledge' in Susan Rodrigues (ed.), Handbook for Teacher Educators, The Netherlands : Sense Publishers

McGregor. D. (2012) 'Group work in science classrooms' in Research for Science Teaching, Association for Science Education

McGregor, D. & Frodsham, S. (2019) ‘Scientists’ narratives of their school science experiences : Implications for policy and practice (so far)’. Presentation at British Educational Research Association (BERA), Newcastle, UK, September 10^th-12th 2019.

McGregor, D. & Frodsham, S. (2019) ‘Scientist views of scientific originality: Opportunities and constraints in school science’. Presentation at European Science Education Research Association (ESERA) conference. Bologna, Italy, 26^th-30^th August 2019.

McGregor, D. & Frodsham, S. (2019) ‘Storytelling and inquiry practical work in school science: why bother?’. Presentation at European Science Education Research Association (ESERA) conference. Bologna, Italy, 26^th-30^th August 2019.

Frodsham, S. (2019) ‘Graphical representations of creativity in the primary science classroom: Illustrating innovation and originality through three visual displays’. Presentation at Primary Science Teaching Trust (PSTT) conference. Edinburgh, Scotland, June 6-8^th 2019.

Frodsham, S. & Deller, C. (2019) 'Researching your practice from different perspectives'. Presentation at Primary Science Teaching Trust (PSTT) conference. Edinburgh, Scotland, June 6-8^th 2019.

Frodsham S. & McGregor, D. (2019) ‘School science: Scientists stories’. Presentation at The Association for Science Education (ASE), Birmingham, England, Jan 10th 2019.

McGregor, D., & Frodsham, S. (2018) ‘Learning through Storytelling: Reflections on its use as a science teaching practice’. Presentation at International Organisation for Science and Technology Education (IOSTE), Malmo, Sweden, August 13-17th 2018.

Frodsham, S. (2018) ‘Discussant: Learning Science Through Drama’. Presentation at International Organisation for Science and Technology Education (IOSTE), Malmo, Sweden, August 13-17th 2018.

McGregor, D., & Frodsham S. (2018) ‘Storytelling in Science: The impact of pedagogic variations’. Presentation at British Educational Research Association (BERA), Newcastle, UK, September 11^th-13th 2018.

McGregor, D., & Frodsham S. (2018) ‘Exploring views about the nature and influence of creativity-in-school-science: the qualified scientist’s perspective’. Presentation at British Educational Research Association (BERA), Newcastle, UK, September 11^th-13th 2018.

Frodsham, S. (2018) ‘Demonstrating Creativity-in-Learning Through Classroom Talk: Towards A Fresh Theoretical Framework’. Presentation at British Educational Research Association (BERA), Newcastle, UK, September 11^th-13th 2018.

Frodsham, S. (2016) ‘Generating representations of creativity in the primary science classroom’. Presentation at British Educational Research Association (BERA) conference. Leeds, UK, September 14^th 2016.

McGregor, D., Bird J., & Frodsham, S. (2016) ‘Mixtures, maltesers and magnets : Augmenting the enquiry process through tablet technology in Primary Science’. Presentation at British Educational Research Association (BERA) conference. Leeds, UK, September 12^th 2016.

Frodsham, S. (2016) ‘Teachers’ Perspectives on Creativity and ways it can be Supported and Developed in Primary School Science Lessons’. Presentation at Primary Science Teaching Trust (PSTT) conference. Belfast, Ireland, June 11^th 2016.

Frodsham, S. (2015) ‘Interpreting pedagogical practices (concerning creativity) through visual representations of primary science lessons’. Presentation at European Science Education Research Association (ESERA) conference. Helsinki, Finland, 31^st August 2015.

Frodsham, S. (2015) ‘Interpreting science teacher’s practice (related to creativity) through visual representations of their actions’. Presentation at British Educational Research Association (BERA) conference. Belfast, Ireland, September 16^th 2015.

Frodsham, S. (2017), ‘Evidencing Creativity in Talk: Toward a Fresh Theoretical Framework’. Poster presentation at Association of Science Education (ASE) Annual Conference. Reading, UK, January 11^th 2016.

Frodsham, S. (2016), ‘Developing creativity through formative assessment for learning (AfL)’. Poster presentation at Association of Science Education (ASE) Annual Conference. Birmingham, UK, January 9^th 2016.

Frodsham, S. (2016) ‘Interpreting pedagogical practices (concerning creativity) through visual representations of primary science lessons’. Poster presentation at Association of Science Education (ASE) Annual Conference. Birmingham, UK, January 9^th 2016.

Frodsham, S. (2015) ‘Interpreting teacher observations (concerning creativity) through visual representations’. Poster presentation at Association of Science Education (ASE) Annual Conference. Reading, UK, January 10^th 2015.

McGregor, D. (2017) 'The Impact of the Educational Attainment Project Presentation to Oxford City Council' Presentation of key data from the EAP project.

McGregor, D., & Browne L, (2016) 'Educational Attainment Project Evaluation, 2012-2014' Analysis of the impact (2 years later) of Leadership for Learning and the KRM interventions in numeracy and literacy 2012-2014.