B.Sc., Dip.OEd., M.Ed., Ph.D.
Personal Chair
- About
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- Email Address
- d.s.gray@abdn.ac.uk
- Telephone Number
- +44 (0)1224 274693
- Office Address
School of Education, MacRobert Building University of Aberdeen Kings College Aberdeen, AB24 5UA
- School/Department
- School of Education
Biography
Donald Gray joined the School of Education in 2005. He has a background in science education, curriculum development and educational research. He worked on the earlier Scottish Assessment of Achievement Programme (Science) and was the TIMSS quality control monitor for Scotland. He has worked for the Scottish Council for Research in Education, been involved in an international study of Civic Education based in Humboldt University Berlin and was Faculty Research Co-ordinator in Strathclyde University Faculty of Education prior to joining the University of Aberdeen. He has a particular interest in complexity, science and sustainability, Goethean science and environmental education, as well as general research related to teacher education. He has a long standing interest in outdoor learning and the theoretical perspectives underpinning the value of outdoor, natural environmental experiential education with a particular reference to embodied cognition and enactivism. Currently he is involved in a range of projects relating to food growing and food activism in educational contexts.
Qualifications
- PhD Science Education2002 - University of Strathclyde
- M.Ed Educational Research1993 - University of Stirling
- Dip.O.Ed. Outdoor Education1985 - Moray House College of Education
- B.Sc. Zoology1975 - University of Aberdeen
Memberships and Affiliations
- Internal Memberships
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- External Memberships
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External Examiner for UCL Institute of Education MA in Science Education 2015-2018
External Examiner for University of Edinburgh, MSc Outdoor Education and MSc Outdoor Environmental & Sustainability Education. 2014-2018
External examiner for Strathclyde University B.Ed major projects. 2008-2013
Member of Natural England's Strategic Research Group for Learning in Natural Environments.
Member of Scottish Governments Academic Reference Group for Education Research
Latest Publications
Unexpected effects of urban food activism on community and human wellbeing
Local EnvironmentContributions to Journals: ArticlesThe Metamorphosis of the Scientist: A Phenomenological Approach for a Transformative Science Education?
Science Curriculum for the Anthropocene: Curriculum Models for our Collective Future. Fazio, X. (ed.). Springer International Publishing AGChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)A view from the garden: Interrupting the politics of attainment and Re-orienting Education towards sustainable futures.
European Educational Research JournalContributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1177/14749041231189967
The extinction of experience and (re-)cultivating wellbeing and sustainability through garden-based learning
Contributions to Journals: FeaturesThe Synergy of Arts and Science
Regenerative Learning: Nurturing People and Caring for the Planet. Kumar, S., Howarth, L. (eds.). Global Resilience Publishing, pp. 135-144, 9 pagesChapters in Books, Reports and Conference Proceedings: Chapters
- Research
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Research Overview
As well as general research related to teacher education, I am particularly interested in science society and sustainability issues and how these are addressed in educational contexts. In addition I am interested in outdoor learning and place-based education and theoretical perspectives underpinning the value of outdoor, natural environmental experiential education with particular reference to embodied cognition. I also have an interest in creativity and arts-based approaches to learning, teaching and research.
PhD Student supervisions:
Current:
- Jennifer Obbard. From Dualism to Incorporation: An Enactive Approach to Exploring the Relational Qualities and Processes of Human-Nature Connections and their Role in Sense Making. Commenced February 2014.
- Ainsley Carnarvon. Investigating teachers’ beliefs in Trinidad and Tobago: A Case of Inquiry-Based Learning adoption in the Primary Science classroom. Commenced October 2018. Second supervisor.
Previous:
- Edward Sosu. Unearthing the Complexities in Environmental Education Teaching Behaviour: A Pragmatic and Systemic Approach – Commenced January 2005 Graduated PhD July 2008
- Shagufta Shafqat Chandi. Systems thinking as a tool for teaching and learning biological complexity - commenced October 2004 – Graduated PhD July 2008
- David McMurtry. Organisational Learning in Schools. 01/10/2005- 01/12/2010. Graduated PhD July 2011
- Christine Fraser. Impact of teachers' professional learning in science on pupils' classroom experiences of science investigation. 01/04/2005- 04/06/10. Graduated PhD November 2010
- Rachel Shanks. The Induction and Continuing Professional Development of New Teachers in Scotland, commenced 01/12/2007 Graduated PhD July 2012
- Semiyu Aderibigbe. Role of mentoring in student/beginner teacher support. Commenced 01/02/2009 Graduated PhD July 2012.
- Fayadh Alanazi. Exploring children's conceptual understanding of astronomy: A social learning perspective. Commenced full-time 1/10/2010. Graduated June 2015.
- Kirsten Darling.Learning as participation: exploring relationships within an emergent paradigm. Commenced part-time 01/10/2008 - Graduated November 2015.
- Kevin Stelfox. Social Capital, social networks and young people in education. Second supervisor. Graduate November 2016.
- Samuel Oppong Frimpong. An investigation into the quality of early childhood care and education provision in Ghana. Commenced full-time February 2012. Graduate July 2017.
- Daniel Wodah. Conceptual Tools in Science Education to Promote Critical Interogation of Controversial Socio-Scientific Issues. Commenced February 2015. Graduated July 2020
- Aristea Kyriakou. The Schoolyard Pyramid: From an Empty Space to an Educational Place. Commenced October 2015. Graduated July 2020
- Cathy Francis. Investigating the reconnection of children with nature. Commenced October 2014. Successfully completed October 2022
- Sarah Pohlschneider. Mapping and Repositioning Forestry Skills for the 21st Century. Joint University of Highlands and Islands/Aberdeen supervised. Forestry Commission Scotland and Scottish Forestry Trust fully funded scholarship. Commenced 1st November 2014, Successfully completed January 2022 UHI, Inverness.
Current Research
The Impact of Outdoor Learning and Nature Experiences on children and young people.
Creativity in Science Education.
Collaborations
Argentina, Universidad de San Andres Links exploring the ATLAC initiative and possible research developments including arts based approaches to science education and socio-scientific issues.
Italy. Member of the Interdisciplinary Research Institute on Sustainability (http://www.iris-sostenibilita.net/iris/index_sm1_e.asp) with collaborative contacts with the Universities of Turin and Val d’ Aosta. Joint presentations and funding applications in relation to socio-scientific issues, sustainability and the arts.
Portugal, University Lisbon. Development of funding applications for socio-scientific issues, sustainability and the arts.
Finland, University of Lapland. Special interest group on arts, education and sustainability of the University of the Arctic.
Funding and Grants
British Academy International Partnership and Mobility Funding. “Creativity in education and teacher education: perspectives and challenges in arts and science educational collaborations”. With the University of San Andres, Buenos Aires, Argentina. Oct.2013-Sept 2016. £26,145.
Kick Start award. Developing and piloting an internship model for outdoor learning, with Creative STAR Learning Company. 2013. £5000
CPD Pump Priming Fund. University of Aberdeen, Aberdeen/Argentina ATLAC developments. Nov 2011-April 2012, £3000.
Using extreme sports as an approach to Curriculum for Excellence. Research and development pilot with Transition Extreme. Sporting Chance Star Award. Nov.2011-Mar. 2012, £5000
Arts as a Tool for Learning Across the Curriculum. Scottish Arts Council. May 2008-October 2009, £28,500
University of Strathclyde Research and Development grant: A Comparative Collaborative Study on Pedagogical Approaches to Controversial Issues in Science Education, January-November 2003 £2892
Evidence-based Practice in the Secondary Science Department, March-September 2001, Scottish Executive; £1950
Biotechnology Summer School Evaluation June 2001-June 2003, SAPS/Wellcome Trust; £20,000
- Teaching
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Teaching Responsibilities
Course Co-ordinator for:
SX1011/1511 Sustainability: Challenges and Opportunites.
ED1080 Body, Mind and Nature: Learning Outdoors (Foundations) (From 2011-12)
ED1580 Body, Mind and Nature: Learning Outdoors (Extended) (From 2011-12)
- Publications
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Page 1 of 2 Results 1 to 50 of 56
Unexpected effects of urban food activism on community and human wellbeing
Local EnvironmentContributions to Journals: ArticlesThe Metamorphosis of the Scientist: A Phenomenological Approach for a Transformative Science Education?
Science Curriculum for the Anthropocene: Curriculum Models for our Collective Future. Fazio, X. (ed.). Springer International Publishing AGChapters in Books, Reports and Conference Proceedings: Chapters (Peer-Reviewed)A view from the garden: Interrupting the politics of attainment and Re-orienting Education towards sustainable futures.
European Educational Research JournalContributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1177/14749041231189967
The extinction of experience and (re-)cultivating wellbeing and sustainability through garden-based learning
Contributions to Journals: FeaturesThe Synergy of Arts and Science
Regenerative Learning: Nurturing People and Caring for the Planet. Kumar, S., Howarth, L. (eds.). Global Resilience Publishing, pp. 135-144, 9 pagesChapters in Books, Reports and Conference Proceedings: ChaptersChildhood Experiences of Nature and Mental Wellbeing in Early Adulthood: Examining the mediating role of sense of nature relatedness.
Working Papers: Preprint Papers- [ONLINE] https://osf.io/preprints/socarxiv/6ydfb/
- [ONLINE] DOI: https://doi.org/10.31235/osf.io/6ydfb
Critical thinking in the flesh: movement and metaphors in a world in flux
Critical Thinking in Biology and Environmental Education: Facing Challenges in a Post-Truth World. Puig, B., Jiménez-Aleixandre., M. P. (eds.). Springer, pp. 21-39, 18 pagesChapters in Books, Reports and Conference Proceedings: ChaptersCultivating primary creativities in STEAM gardens
Unlocking Research: Sculpting New Creativities for Primary Education. Burnard, P., Loughrey, M. (eds.). Routledge, pp. 146-161, 16 pagesChapters in Books, Reports and Conference Proceedings: ChaptersRenaturing Science: The Role of Childhoodnature in Science for the Anthropocene
Research Handbook on Childhoodnature: Assemblages of Childhood and Nature Research. Cutter-Mackenzie, A., Malone, K., Barratt Hacking, E. (eds.). 1 edition. Springer, pp. 557-585, 28 pagesChapters in Books, Reports and Conference Proceedings: Chapters- [ONLINE] DOI: https://doi.org/10.1007/978-3-319-67286-1_38
Education in a Posthuman Age
Education in the North, vol. 26, no. 1, pp. 1-5Contributions to Journals: EditorialsLaying down a path in walking: student teachers’ emerging ecological identities
Environmental Education Research, vol. 25, no. 3, pp. 341-364Contributions to Journals: ArticlesFrom Oil to Soil: Learning for Sustainability and Transitions within the School Garden: a project of cultural and social re-learning
Scottish Educational Review, vol. 51, no. 1, pp. 57-70Contributions to Journals: ArticlesScotland: its schools and teachers
International Handbook on Teacher Education World Wide.. Karras, K., Wolhuter, C. (eds.). 2 edition. H.M. Studies and Publishing., pp. 565-588, 24 pagesChapters in Books, Reports and Conference Proceedings: ChaptersA Critical Review of STEAM (Science, Technology, Engineering, Arts, and Mathematics)
Chapters in Books, Reports and Conference Proceedings: Entries for Encyclopedias and DictionariesScotland: it's schools and teachers
International Handbook of Teacher Education Worldwide: Revised and Augmented Edition. Karras, K. G., Wolhuter, C. C. (eds.). H.M. Studies and Publishing., pp. 565-587, 23 pagesChapters in Books, Reports and Conference Proceedings: ChaptersThe Professional Development of Teacher Educators in Scotland: researcherly dispositions and tensions
Scottish Educational Review, vol. 50, no. 2, pp. 54-72Contributions to Journals: ArticlesScience Education Futures. Science Education as if the Whole Earth Mattered
Visions for Sustainability, vol. 9, pp. 60-76Contributions to Journals: ArticlesThe professional learning needs and priorities of higher-education-based teacher educators in England, Ireland and Scotland
Journal of Education for Teaching, vol. 44, no. 2, pp. 133-148Contributions to Journals: ArticlesUnderstanding the nature of mentoring experiences between teachers and student teachers
International Journal of Mentoring and Coaching in Education, vol. 7, no. 1, pp. 54-71Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1108/IJMCE-04-2017-0028
- [OPEN ACCESS] http://aura.abdn.ac.uk/bitstream/2164/10143/1/PDF_Proof.PDF
Reviewing the potential and challenges of developing STEAM education through creative pedagogies for 21st learning: how can school curricula be broadened towards a more responsive, dynamic, and inclusive form of education?
Commissioned by British Educational Research Association. British Educational research Association. 125 pagesBooks and Reports: Commissioned ReportsFostering creative pedagogies in science teaching: Experiences from Argentine and Scottish teachers
Chapters in Books, Reports and Conference Proceedings: Conference ProceedingsConceptions and expectations of mentoring relationships in a teacher education reform context
Mentoring and Tutoring: Partnership in Learning, vol. 24, no. 1, pp. 8-29Contributions to Journals: ArticlesYoung Adults Childhood Experiences of Nature and Links with Mental Well-Being.
Learning for Sustainability Scotland, Building Connection to Nature Event.Contributions to Conferences: PostersRetaining public and political trust: teacher education in Scotland
Journal of Education for Teaching, vol. 40, no. 5, pp. 569-587Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/02607476.2014.956541
- [OPEN ACCESS] http://aura.abdn.ac.uk/bitstream/2164/5667/1/Gray_Weir_revised.docx
Globalisation and the Anthropocene: The Reconfiguration of Science Education for a Sustainable Future
Sisyphus - Journal of Education, vol. 2, no. 3, pp. 14-31Contributions to Journals: ArticlesOne Planet Residency: Perspectives on Globalization and Education
Sisyphus - Journal of Education, vol. 2, no. 3, pp. 7-12Contributions to Journals: ArticlesCreativity in Science Education: producing new narratives for a sustainable future?
Contributions to Conferences: PapersMentoring as a collaborative learning journey for teachers and student teachers: a critical constructivist perspective
Teacher Education Advancement Network Journal, vol. 6, no. 3, pp. 17-27Contributions to Journals: ArticlesSpace, Place and Pedagogy: Local Contexts in a Globalised World
Education in the North, vol. 20, no. Special Issue, pp. 2-6Contributions to Journals: EditorialsEvidence-based practice and teacher action-research: a reflection on the nature and direction of 'change'
British Educational Research Journal , vol. 39, no. 1, pp. 126-147Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/01411926.2011.615389
New teachers’ individual learning dispositions: a Scottish case study
International Journal of Training and Development, vol. 16, no. 3, pp. 183-199Contributions to Journals: ArticlesInvestigating change in epistemic beliefs: an evaluation of the impact of student teachers' epistemic beliefs on instructional preference and teaching competence
International Journal of Educational Research , vol. 53, pp. 80-92Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1016/j.ijer.2012.02.002
- [ONLINE] View publication in Scopus
Walking in the Mindfield
International Journal of Holistic Education, vol. 1, no. 1Contributions to Journals: ArticlesA Teacher's Repertoire: Developing Creative Pedagogies
International Journal of Education & the Arts, vol. 12, no. 15, pp. 1-39Contributions to Journals: Articles- [ONLINE] http://www.ijea.org/v12n15/
Challenges to ITE research in conditions of complexity
Journal of Education for Teaching, vol. 36, no. 4, pp. 425–439Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/02607476.2010.513856
Supporting student teachers during field experience: Insights from student course evaluation
Contributions to Conferences: PapersScience, citizenship and sustainability: a collaborative and interdisciplinary approach to learning and teaching in Higher Education to address issues of sustainability
Education in a Global Space: Research and Practice in Initial Teacher Education. Wisely, T., Britton, A., Barr, I. (eds.). Scottish Development Education CentreChapters in Books, Reports and Conference Proceedings: ChaptersPractice-based Learning: Developing Excellence in Teaching. Policy and Practice in Education 24 J. Reeves and A. Fox (ed.) Edinburgh: Dunedin Press (2008), pp. 96, Pbk., £14.50, ISBN 9781903765821
Education in the North, vol. 17, no. 1Contributions to Journals: Reviews of Books, Films and ArticlesScallops, schools and scholars: reflections on the emergence of a research-oriented learning project
Journal of Education for Teaching, vol. 35, no. 4, pp. 425-440Contributions to Journals: ArticlesScience, Society and Sustainability: Education and Empowerment for an Uncertain World
Routledge. 224 pagesBooks and Reports: Books- [ONLINE] DOI: https://doi.org/10.4324/9780203875124
- [ONLINE] https://www.taylorfrancis.com/books/e/9781135843731
Exploring the usefulness of a systems-based model from the perspective of biology students
Scottish Educational Review, vol. 41, no. 1, pp. 68-85Contributions to Journals: ArticlesScience Education
Scottish Education: Beyond Devolution. Humes, W., T.G.K., B. (eds.). Third Edition edition. Edinburgh University Press, pp. 562-567, 5 pagesChapters in Books, Reports and Conference Proceedings: ChaptersThe Complexities of Teachers' Commitment to Environmental Education: a mixed methods approach
Journal of Mixed Methods Research, vol. 2, no. 2, pp. 169-189Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1177/1558689807313163
A conceptual background to the use of Actor Network Theory as a lens by which to analyse School Experience (as part of Scottish Teachers for a New Era symposium).
Contributions to Conferences: PapersSocio-scientific issues in science education: implications for the professional development of teachers
Cambridge Journal of Education, vol. 36, no. 2, pp. 171-192Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/03057640600718489
From scientific literacy to sustainability literacy: an ecological framework for education
Science Education, vol. 90, no. 2, pp. 227-252Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1002/sce.20109
Tough acts to follow: the challenges to science teachers presented by biotechnological progress
International Journal of Science Education, vol. 26, no. 6, pp. 717-733Contributions to Journals: Articles- [ONLINE] DOI: https://doi.org/10.1080/0950069032000138833
Challenging New Science. The Biotechnology Summer School, An Evaluation. Phase 1 Final Report
University of Strathclyde, Glasgow. 100 pagesBooks and Reports: Commissioned ReportsThe Biotechnology Summer School, An Evaluation. Phase 1 Interim Report.
University of Strathclyde, Glasgow. 58 pagesBooks and Reports: Commissioned ReportsThe Impact of Information and Communication Technology Initiatives in Scottish Schools. University of Strathclyde.: Final Report.
University of Strathclyde: University of Strathclyde, GlasgowBooks and Reports: Commissioned Reports