Only partially complete Sorry!
Please find a link to our public lists of publications and a selection of people’s current favourites.
|Researcher||Links to external sites||2 Current Favourite Publication|
|1) Ainsworth, S. E., & Scheiter, K. (2021). Learning by drawing visual representations: Potential, purposes, and practical implications. Current Directions in Psychological Science, 30(1), 61-67.
I selected this one as it was as I like papers about drawing and I like to write papers that summarise complex fields.
2)Manches, A., & Ainsworth, S. (2022). Learning about viruses: Representing covid-19. [Original Research]. Frontiers in Education, 6(517). doi: 10.3389/feduc.2021.736744 4).
So many of us have spent 2 years looking at pictures of Covid-19 and so I decided to examine how we are representing the virus at the heart of the pandemic to children,
|1)Dynamic framing in the communication of scientific research: Texts and interactions PR Davis, RS Russ - Journal of Research in Science Teaching, 2015
I chose this paper as it reflects my passions: Blurring boundaries and increasing dialogue across disciplines. The work is part of a larger interdisciplinary study about tracing meaning making on the pathways of science communication, which has been much of the focus of my early career.
2) “Whoa! We’re going deep in the trees!”: Patterns of collaboration around an interactive information visualization exhibit P Davis, M Horn, F Block, B Phillips, EM Evans… - … Journal of Computer-Supported Collaborative Learning, 2015
This paper is the result of a large multi-institution design-based research project. It demonstrates new ways of analyzing learning outside of the classroom. An earlier version was awarded “Best Design Paper” at The International Conference on Computer-Supported Collaborative Learning (CSCL).
|Jane Medwell||Google Scholar|
|1) The links between handwriting and composing for Y6 children J Medwell, S Strand, D WrayCambridge Journal of Education 39 (3), 329-344
This article is a favourite because it is genuinely curiosity driven. Doing a review of literature I found this interesting idea about the link between aspects of handwriting and composing and was able to hunt it down. Handwriting automaticity is really important for children learning to compose- who knew?
2 Primary homework in England: the beliefs and practices of teachers in primary schools J Medwell, D Wray Education 3-13, 1-14
This one is another curiosity driven idea. Why do teachers set homework. Well, they don’t really know. They know what it is good for, but they don’t do that.
|1) Vogel, F., Wecker, C., Kollar, I., & Fischer, F. (2017). Socio-Cognitive Scaffolding with Collaboration Scripts: a Meta-Analysis. Educational Psychology Review 29(3), 477-511. doi: 10.1007/s10648-016-9361-7
This publication is one of my favourites because it depicts very well two of my main interests in Learning Sciences research: A) Supporting collaborative learning by the use of computers and B) The use of meta-analyses as a research method to reveal insightful conclusions from accumulated primary research studies. The study gives you insights into the use of computer-supported collaboration scripts and how they can enhance learning in small groups. Beyond that I tried to create an instance of how I think meta-analyses should be carried out.
2)Vogel, F., Kollar, I., Ufer, S., Reichersdorfer, E., Reiss, K., & Fischer, F. (2016). Developing argumentation skills in mathematics through computer-supported collaborative learning: the role of transactivity. Instructional Science, 44(5), 477-500.
I selected this publication as it is a prototypical example of the experimental research about collaborative learning I am conducting. It showcases my specific interest not only in learning outcomes but also the process that is going on in the “black-box” in between the individual pre- and post-tests. This way, I try to find out how learning happens within a collaborative learning setting. In this study I could find that there were specific contributions made by the learners when talking to their learning partner that led to their success. If you would like to find out more about which contributions worked, you are warmly invited to read the article.
|Charles Crook||ORCID ID|
|1) http://The video lecture Crook, C., & Schofield, L. (2017). The Internet and Higher Education, 34, 56-64.
Because video as an expository format has been neglected and there are good theoretical and practical reasons for understanding the design decisions that are made with it.
2)The 'digital native' in context: tensions associated with importing Web 2.0 practices into the school setting Crook, C. (2012). Oxford Review of Education, 38(1), 63-80.
Because I hope it disturbs comfortable assumptions that the practices associated with media immersion out of school transfer painlessly and productively to the demands of what happens in school
|Mary Oliver||orcid||Jerrim, J., Oliver, M., & Sims, S. (2019). The relationship between inquiry-based teaching and students’ achievement. New evidence from a longitudinal PISA study in England. Learning and Instruction, 61, 35-44.
I selected this paper as it addresses issues around inquiry-based teaching in science using data linking the PISA database with National Pupil Database. Here, we explored the relationship between classroom teaching strategies, and achievement in science. We found little evidence that the frequency of IBL is positively associated with PISA or GCSE science.