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Justin Dillon
University of Exeter
242Publications
29H-index
4,033Citations
Publications 242
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#1Victoria Wong (University of Oxford)H-Index: 2
#2Justin Dillon (University of Exeter)H-Index: 29
ABSTRACTBackground: There are frequent calls in the literature for school science and mathematics departments to collaborate, largely in response to perceived overlaps between the two subjects in the context of Science, Technology, Engineering and Mathematics (STEM). Yet few studies explore how such collaborations might work. This paper is unusual both in its focus on mathematics/science collaborations which have not arisen from a specific short-term intervention and in its focus on the views of...
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#1Helen L Knowler (University of Exeter)H-Index: 4
#2Irina LazarH-Index: 4
Last.Justin Dillon (University of Exeter)H-Index: 29
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This is the author accepted manuscript. The final version is available from IATED via the DOI in this record.
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1 CitationsSource
#1Victoria Wong (University of Oxford)H-Index: 2
#2Justin Dillon (University of Exeter)H-Index: 29
ABSTRACTMathematical reasoning and tools are intrinsic to science, yet the close and dependent relationship science has to mathematics is not reflected in either school education or science educati...
2 CitationsSource
#1Albert Zeyer (Bern University of Applied Sciences)H-Index: 2
#2Justin Dillon (University of Exeter)H-Index: 29
ABSTRACTRecent research on motivation to learn science shows that science teaching usually supports students’ systemising, but not their empathising cognition. In this paper we argue that empathy, with due caution, should be emphasised in science learning more seriously and consistently, particularly in a Science|Environment|Health pedagogy that aims at fostering the mutual benefit between the three interlinked educational fields. After briefly recapitulating research results about the empathisi...
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#1Minchul Kim (UoB: University of Bristol)
#2Justin Dillon (UoB: University of Bristol)H-Index: 29
Last.Jinwoong Song (SNU: Seoul National University)H-Index: 8
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One of the objectives of science education in science centres has been the enhancement of interest in science. However, museum fatigue has a negative impact on interest. Museum fatigue has been described as physical tiredness or a decrease in visitors’ interest in a museum. The learning experience of students in science centres is also influenced by museum fatigue. The purpose of this study is to identify the phenomena of museum fatigue in science centres and to identity how it is manifested. Fi...
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#1Justin DillonH-Index: 29
#2Meg MaguireH-Index: 27
Foreword to the fourth edition Introduction Section 1: First thoughts Developing as a student teacher On being a teacher Section 2: Policy, society and schooling Education policy and schooling Ideology, evidence and the raising of standards Values and schooling School effectiveness and improvement School management and leadership Reforming teachers and their work Growing teachers: Inspection, appraisal and the reflective practitioner Social justice in schools: engaging with equality Education, s...
3 Citations
#1Justin Dillon (UoB: University of Bristol)H-Index: 29
A growing number of ‘wicked problems’ faced by society including climate change and biodiversity loss need to be engaged with as sustainability challenges. Addressing such problems might appear to necessitate science educators and environmental educators working together. However, science education, which has tended to focus primarily on teaching knowledge and skills, and environmental education which is characterised by the incorporation of values and a focus on changing behaviours have, over t...
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#1Steve Alsop (York University)H-Index: 15
#2Justin Dillon (University of Exeter)H-Index: 29
Informal science education has always placed considerable importance on the emotional and physical aspects of learning science. In contrast, however, science education in formal contexts and in research tends to favour largely disembodied accounts of both teaching and learning. These commonly place an emphasis on knowledge, language and culture more than experiences, embodiments and affect. In this chapter, we explore teaching and learning of science as an embodied phenomenon. This hinges on a b...
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#1Jennifer D. AdamsH-Index: 13
#2Lucy AvraamidouH-Index: 14
Last.Carla Zembal-SaulH-Index: 15
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