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Rosalind Driver
University of Leeds
32Publications
25H-index
7,781Citations
Publications 32
Newest
Rosalind Driver25
Estimated H-index: 25
,
Ann Squires3
Estimated H-index: 3
,
Peter Rushworth3
Estimated H-index: 3
... more
Part I: Children's ideas about life and living processes. Living things. Nutrition. Growth. Responding to the environment. Reproduction and inheritance. Microbes. Ecosystems. Part II: Children's ideas about materials and their properties. Materials. Solids, liquids and gases. Chemical change. Particles. Water. Air. Rocks. Part III: Children's ideas about physical processes.
Cited 622
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Paul Newton2
Estimated H-index: 2
,
Rosalind Driver25
Estimated H-index: 25
,
Jonathan Osborne47
Estimated H-index: 47
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...
Ref 18Cited 526
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Jonathan Osborne47
Estimated H-index: 47
,
Rosalind Driver25
Estimated H-index: 25
,
Shirley Simon21
Estimated H-index: 21
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.
Cited 86 Source
John Leach26
Estimated H-index: 26
(University of Leeds),
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
Philip Scott16
Estimated H-index: 16
(University of Leeds)
... more
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 ...
Ref 14Cited 88
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John Leach26
Estimated H-index: 26
(University of Leeds),
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
Philip Scott16
Estimated H-index: 16
(University of Leeds)
... more
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...
Ref 7Cited 106
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Cite this paper
John Leach26
Estimated H-index: 26
(University of Leeds),
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
Philip Scott16
Estimated H-index: 16
(University of Leeds)
... more
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...
Ref 15Cited 68 Source Cite this paper
Daryll Twigger1
Estimated H-index: 1
(University of Leeds),
Malcolm Byard1
Estimated H-index: 1
(University of Leeds),
Rosalind Driver25
Estimated H-index: 25
(University of Leeds)
... more
An interview study with 36 students aged 10‐15 was conducted to identify features of the students' reasoning about horizontal and vertical motion. Seven tasks were used in the interviews. Each task presented the students with an example of motion in a particular context. Students' descriptions and explanations of the motions were explored. Commonly occurring features in students' reasoning about motion were identified. These are reported in this paper. In most respects the prior conceptions iden...
Ref 6Cited 34
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Cite this paper
Rosalind Driver25
Estimated H-index: 25
(University of Leeds),
John Leach26
Estimated H-index: 26
(University of Leeds),
Philip Scott16
Estimated H-index: 16
(University of Leeds)
... more
Ref 49Cited 86
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Rosalind Driver25
Estimated H-index: 25
,
Ann Squires3
Estimated H-index: 3
,
Peter Rushworth3
Estimated H-index: 3
... more
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...
Cited 14
Rosalind Driver25
Estimated H-index: 25
,
Ann Squires3
Estimated H-index: 3
,
Peter Rushworth3
Estimated H-index: 3
... more
Cited 194
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