STEAM@Brookes : Related Publications page
Below is a list of STEAM@Brookes publications (in chronological order) :
PhD thesis :
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 Unpublished PhD thesis.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 Unpublished PhD thesis: Keele University.
Journal articles :
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
Books :
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
Chapters in books :
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
Conference papers :
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 10th-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, 26th-30th 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, 26th-30th 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 6-8th 2019.
Frodsham, S. & Deller, C. (2019) 'Researching your practice from different perspectives'. Presentation at Primary Science Teaching Trust (PSTT) conference. Edinburgh, Scotland, June 6-8th 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 11th-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 11th-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 11th-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 14th 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 12th 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 11th 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, 31st 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 16th 2015.
Poster presentations :
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 11th 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 9th 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 9th 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 10th 2015.
Other publications :
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.