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:

1. 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.
2. Cathy Francis. Investigating the reconnection of children with nature. Commenced October 2014.
3. 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 1^st November 2014, UHI, Inverness. 
4. 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.
5. Fiona Brannigan. A critical assessment of the extent to which mindfulness, compassion and insight can support the delivery of the United Nations Sustainable Development Goals and a Covid-19 green recovery. Commenced October 2020. Second supervisor.

    

 Previous:

1. Edward Sosu.  Unearthing the Complexities in Environmental Education Teaching Behaviour: A Pragmatic and Systemic Approach – Commenced January 2005  Graduated PhD July 2008
2. Shagufta Shafqat Chandi. Systems thinking as a tool for teaching and learning biological complexity - commenced October 2004 – Graduated PhD July 2008
3. David McMurtry. Organisational Learning in Schools. 01/10/2005- 01/12/2010. Graduated PhD July 2011
4. 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
5. Rachel Shanks.  The Induction and Continuing Professional Development of New Teachers in Scotland, commenced 01/12/2007 Graduated PhD July 2012
6. Semiyu Aderibigbe.  Role of mentoring in student/beginner teacher support. Commenced 01/02/2009 Graduated PhD July 2012.
7. Fayadh Alanazi. Exploring children's conceptual understanding of astronomy:  A social learning perspective. Commenced full-time 1/10/2010.  Graduated June 2015.
8. Kirsten Darling.Learning as participation: exploring relationships within an emergent paradigm. Commenced part-time 01/10/2008 - Graduated November 2015.
9. Kevin Stelfox. Social Capital, social networks and young people in education. Second supervisor. Graduate November 2016.
10. 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.
11. Daniel Wodah. Conceptual Tools in Science Education to Promote Critical Interogation of Controversial Socio-Scientific Issues. Commenced February 2015. Graduated July 2020
12. Aristea Kyriakou. The Schoolyard Pyramid: From an Empty Space to an Educational Place. Commenced October 2015. Graduated July 2020

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.

Research 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