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Rosalind Driver
University of Leeds
36Publications
26H-index
7,949Citations
Publications 36
Newest
Published on May 1, 1999in International Journal of Science Education 1.32
Paul Newton2
Estimated H-index: 2
,
Rosalind Driver26
Estimated H-index: 26
,
Jonathan Osborne48
Estimated H-index: 48
The research reported in this paper stemmed from our conviction that argument is a central dimension of both science and science education. Our specific intention was to determine whether secondary science teachers in England give pupils opportunities to develop and rehearse the skills of argumentation during their lessons. We found that classroom discourse was largely teacher dominated and tended not to foster the reflective discussion of scientific issues. Opportunities for the social construc...
526 Citations Source Cite
Published on Jan 1, 1998in The School science review
Jonathan Osborne48
Estimated H-index: 48
,
Rosalind Driver26
Estimated H-index: 26
,
Shirley Simon26
Estimated H-index: 26
Attitudes to science have been a persistent concern in science education for nearly 40 years. This article briefly reviews some of the main features of the research evidence and the latest data. It is argued that the recent introduction of compulsory science education to 16 in England, Wales and Northern Ireland has not succeeded in changing the level of interest in science and that attention needs to be turned to the curriculum content to make it more relevant and engaging.
87 Citations
Published on Sep 10, 1997
Colin Wood-Robinson14
Estimated H-index: 14
,
Jenny Lewis9
Estimated H-index: 9
+ 1 AuthorsRosalind Driver26
Estimated H-index: 26
Published on Mar 1, 1996in International Journal of Science Education 1.32
John Leach26
Estimated H-index: 26
(University of Leeds),
Rosalind Driver26
Estimated H-index: 26
(University of Leeds)
+ 1 AuthorsColin Wood-Robinson14
Estimated H-index: 14
(University of Leeds)
This paper reports some of the findings from a study of the ecological understandings of children aged 5‐16 years in schools in the north of England. Children's ideas about selected ecological concepts were elicited through a series of written tasks and individual interviews set in a range of contexts, referred to here as probes. Responses of about 200 pupils, across the age range, were obtained on each probe. In this paper the ideas related to the interdependency of organisms in ecosystems are ...
91 Citations Source Cite
Published on Jan 1, 1996in International Journal of Science Education 1.32
John Leach26
Estimated H-index: 26
(University of Leeds),
Rosalind Driver26
Estimated H-index: 26
(University of Leeds)
+ 1 AuthorsColin Wood-Robinson14
Estimated H-index: 14
(University of Leeds)
This paper reports some of the findings from a study of the ecological understandings of children aged 5‐16 years in schools in the north of England. Children's ideas about selected ecological concepts were elicited through a series of written tasks and individual interviews set in a range of contexts, referred to here as probes. Responses of about 200 pupils, across the age range, were obtained on each probe. In this paper pupils’ ideas related to the cycling of matter between organisms, and be...
109 Citations Source Cite
Published on Nov 1, 1995in International Journal of Science Education 1.32
John Leach26
Estimated H-index: 26
(University of Leeds),
Rosalind Driver26
Estimated H-index: 26
(University of Leeds)
+ 1 AuthorsColin Wood-Robinson14
Estimated H-index: 14
(University of Leeds)
Abstract This paper provides an introduction to a study of the ecological understandings of children aged 5‐16 years in schools in the north of England. Children's ideas about selected ecological concepts were elicited through a series of written tasks and individual interviews set in a range of contexts, referred to here as probes. Responses of about 200 pupils, across the age range, were obtained on each probe. In this paper, issues relating to theoretical background, design and methodology ar...
68 Citations Source Cite
Published on Oct 1, 1994in Educational Researcher 4.00
Rosalind Driver26
Estimated H-index: 26
(University of Leeds),
Hilary Asoko1
Estimated H-index: 1
+ 2 AuthorsEduardo Fleury Mortimer20
Estimated H-index: 20
(Universidade Federal de Minas Gerais)
The view that knowledge cannot be transmitted but must be constructed by the mental activity of learners underpins contemporary perspectives on science education. This article, which presents a theoretical perspective on teaching and learning science in the social setting of classrooms, is informed by a view of scientific knowledge as socially constructed and by a perspective on the learning of science as knowledge construction involving both individual and social processes. First, we present an...
1,551 Citations Source Cite
Published on Jan 1, 1994
Rosalind Driver26
Estimated H-index: 26
,
Ann Squires3
Estimated H-index: 3
+ 1 AuthorsValerie Wood-Robinson3
Estimated H-index: 3
Contents Introduction Notes on recurrent themes: Size and scale Variables, ratio and proportion Classification Material substances Cycles Energy Using Models 1.Life and Living Processes: Living things Nutrition Growth Responding to the environment Reproduction and inheritance Microbes Ecosystems 2.Materials and their Properties: Materials Solids, liquids and gases Chemical change Particles Water Air Rocks 3.Physical Processes: Electricity Magnetism Light Sound Heating Energy Forces Horizontal mo...
15 Citations
Published on Jan 1, 1994
Rosalind Driver26
Estimated H-index: 26
,
Ann Squires3
Estimated H-index: 3
+ 1 AuthorsValerie Wood-Robinson3
Estimated H-index: 3
195 Citations
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