Faculty of Education, Social Sciences and Law

School of Education

Professor John Leach's Publications

Books

  • Millar R; Leach JT; Osborne J; Ratcliffe M (2006) Improving Subject Teaching: Lessons from Research in Science Education. Routledge.

  • Leach JT (1999) Practical work in science education: recent research studies. Dordrecht, NL: Kluwer Academic (joint with Roskilde DK: Rioskilde UUniversity Press.

  • Driver RH; Leach JT; Millar R; Scott P (1996) Young people's images of science. Buckingham: Open University Press.

Chapters

  • Scott PH; Asoko HM; Leach JT (2007) “Student conceptions and conceptual learning in science”, The Handbook of Research on Science Education, Abell SK; Lederman NG (eds.). Lawrence Erlbaum Associates.

  • Scott PH; Leach JT; Hind AJ; Lewis JM (2006) “Designing Research evidence-informed teaching interventions”, Improving teaching and learning: towards evidence-based practice in science education, Millar R; Leach J; Osborne J; Ratcliffe M (eds.). Improving Learning TLRP. Abingdon: Routledge.

  • Leach JT; Scott PH (2006) “Meaning making in school science classrooms: aframework for analysing meaning making interactions”, Pedagogy - Teaching for Learning, Boersma; Goedhart; Jong D; Eikelhof (eds.). Open University Press.

  • Ryder J; Hind AJ; Leach JT (2005) “Teaching about the epistemology of science in schoolscience classroom: Case studies of teachers' experiences”, Research and the Quality of Science Education, Boersma K; Goedhart M; Jong OD; Eijkelhof H (eds.). Dordrecht: Kluwer Academic Publishers.

  • Lewis JM; Leach JT (2004) “Evaluating Classroom Discussion of Gene Technology - methodological issues and outcomes”, LEHREN FÜRS LEBEN, Gropengiesser; H; Janssen-Bartels; A; Sander; E (eds.). Aulis Verlag Deubner, Cologne.

  • Leach JT; Lewis JM (2002) “The role of Students' epistemological knowledge in the process of conceptual change in science”, Reconsidering conceptual change: issues in theory and practice, Limon; Mason M; L (eds.). Kluwer.

  • Leach JT (2002) “Students' understanding of the nature of science and its influence on labwork”, Teaching and learning in the science laboratory, Psillos D; Niedderer H (eds.). Kluwer.

  • Leach JT (2002) “The use of secondary data in teaching about data analysis in a first year undergraduate biochemistry course”, Teaching and learning in the science laboratory, Psillos D; Niedderer H (eds.). Kluwer.

  • Leach JT (2000) “Chilren's thinking, teaching learning and constructivism”, What research says to the science teacher. Milton Keynes: Open University Press.

  • Lewis JM; Leach JT; Wood-Robinson C (1999) “Attitude des jeunes face à la technologie génique”, Les biotechnologies à l'école: Un enjeu Éducatif pour la formation à la citoyenneté, Simonneaux L (eds.). Dijon: Educagri editions.

  • Leach JT (1999) “Learning science in the laboratory: the importance of epistemological understanding”, Practical work in science education: Recent research studies, J; T; Leach; Roskilde ACPUO; Denmark (eds.). Kluwer Academic.

  • Leach JT; Scott P (1998) “Learning science concepts in the secondary classroom: 3rd. Edition”, ASE Secondary Science Teacher's Handbook, Ratcliffe M (eds.). London: Simon and Schuster.

  • Wood-Robinson C; Lewis JM; Driver RH; Leach JT (1998) “Young Peoples' Understanding of Basic Genetic Terminology”, What-Why-How? REsearch in Didaktik of Biology, H; Bayrhuber; F; Brinkman (eds.). ipn- materialien, Kiel.

  • Scott P; Leach JT (1998) “Learning science concepts in the secondary classroom”, Association of Science Education Secondary Science Teachers Handbook, Third Edition. Association of Science Education Secondary Science Teachers Handbook, Third Edition.

  • Leach JT (1998) “Teaching and learning about the world of science: the influence of students’ ideas”, Practical Work: Which Way Now?, Wellington JJ (eds.). London: Routledge.

  • Lewis JM; Driver RH; Leach JT; Wood-Robinson C (1998) “Students' Attitudes to the New Genetics: Prenatal Screening for cystic Fibrosis”, What-why-how? Research in Didaktik of Biology, H; Bayrhuber; F; Brinkman (eds.). ERIDOB (European Research in the Didactics of Biology) ipn-materialien, Kiel.

Conferences

  • Leach JT (2005) Contested Territory: The actual and potential impact of research on teaching and learning science on students' learning. European Science Education Research Association, Barcelona 2005.

  • Ryder J; Leach JT (2005) Teaching about the epistemology of science in upper secondary schools: an analysis of teachers' classroom talk. International History and Philosophy of Science Teaching.

  • Ametller J; Leach JT; Scott PH; Lewis JM; Hind AJ (2005) Evidence-informed practice in science education. Ensenanza de las Ciencias conference, Granada.

  • Ryder J; Hind AJ; Leach JT (2004) Teaching about the epistemology of science in school science classrooms: case studies of teachers' experiences. Noordwijkerhout, The Netherland.

  • Ryder J; Hind AJ; Leach JT (2003) Enacting lesson resources for teaching about the nature of theoretical models in high school classrooms. National Association for Research in Science Teaching.

  • Leach JT; Ametller J; Hind AJ; Lewis JM; Scott PH (2003) Evidence-informed approaches to teaching science at junior high school level: outcomes in terms of student learning. National Association for Research in Science Teaching.

  • Lewis JM; Leach JT (2001) Reasoning about socio-scientific issues in the science classroom. Science Education Research in the Knowledge Based Society, proceedings of the 3rd international conference of ESERA. 2: 527-529.

  • Leach JT; Hind AJ; Lewis JM; Scott PH (2001) Designing and implementing science teaching drawing upon research evidence about science learning. Science Education Research in the Knowledge Based Society, proceedings of the 3rd international conference of ESERA. 1: 138-140.

  • Lewis JM; Leach JT (2000) Evaluating Classroom Discussion of Gene Technology - Methodological Issues and Outcomes. BioEd 2000.

  • Ryder J; Leach JT; Millar R (1999) Students’ views about the interpretation of experimental data.

  • Lewis JM; Wood-Robinson C; Driver RH; Leach JT (1998) Young People’s Understanding of Basic Genetic Terminology. Kiel: Germany: IPN-materialien.: 162-172.

  • Leach JT; Lewis JM (1998) Issues, Attitudes and Opinions In The Science Curriculum. ASE Annual Meeting.

  • Wood EJ; Ryder J; Leach JT (1998) Learning the skills of a scientist: Tutorials on metabolic pathways. FEDERATION AMER SOC EXP BIOL, BETHESDA. 12.8: pp.141+.

  • Lewis JM; Leach JT (1998) Key stage 4 pupils’ underderstanding of and attitudes to the new genetics. ASE Annual Meeting.

  • Lewis JM; Driver RH; Leach JT; Wood-Robinson C (1997) Genetic Engineering - The Limits: discussion by 15 - 16 year old students on the acceptable uses and limitations of genetic engineering’.. ESERA (European Science Education Research Association) conference.

  • Leach JT; Lewis JM (1997) Prenatal Screening: difficulties, dilemas and decisions. Leeds University.

  • Leach JT (1997) Student’s understanding of the nature of science. London: Falmer Press.: 269-282.

  • Lewis JM; Driver RH; Leach JT; Wood-Robinson C (1997) Young People's understanding of, and Attitudes to, The New Genetics: an over view of the project 'Understanding Genetics - how much do we know?. Invited paper given at The Wellcome Trust Conference 1997.

  • Ryder J; Leach JT (1997) The interaction between undergraduate science students’ images of the nature of science and their experiences of learning science.

  • Leach JT; Ryder J (1997) Research projects in the undergraduate science course: Students learning about science through enculturation.

  • Ryder J; Leach JT; Driver RH (1997) Undergraduate science students’ images of the nature of science.

  • Lewis JM; Driver RH; Leach JT; Wood-Robinson C (1997) Young People’s Understanding Of DNA Technology. AERA (American Educationa Research Assiciation) Annual Conference.

  • Leach JT; Ryder J; Millar R (1997) Learning science in the laboratory: the influence of students’ images of science.

  • Wood-Robinson C; Lewis JM; Leach JT; Driver RH (1997) Scientific literacy and the school curriculum: rationale, design and methodology for an investigation of young people's understanding of genetics and their opinions on, and attitudes to, new gene technologies. 5th Annual Conference of the South African Association for Research in Mathematics and Science (SAARMSE),Johannesburg.

  • Wood-Robinson C; Lewis JM; Leach JT; Driver RH (1997) Young People's Understanding of the nature and similarity of genetic infornation in the cells of organisms. ESERA (European Sciecne Education Research Association) Conference.

  • Leach JT (1996) Teaching about scientific investigation. Hatfield: Association for Science Education.

  • Lewis JM; Leach JT (1996) Understanding the ‘new’ genetics - the role of school science. ASE INSET.: 46-53.

  • Lewis JM; Driver RH; Leach JT; Wood-Robinson C (1996) Students’ Attitudes To The New Genetics: Prenatal Screening For Cystic Fibrosis. Kiel: Germany.: 173-183.

Internet Publications

  • Ryder J; Leach JT (2006) Teaching About the Epistemology of Science in Upper Secondary Schools: An Analysis of Teachers' Classroom Talk. Science and Education.

    Author URL [www.springerlink.com]

  • Leach JT; Lewis JM; Ryder J (2001) Researching Learning and Teaching in the Biosciences. Leeds, United Kingdom : Learning and Teaching Support Network.

Journal Articles

  • Ruthven, K; Laborde, C; Leach J; Tiberghien A (2009) “Design tools in didactical research: instrumenting the epistemological and cognitive aspects of the design of teaching sequences”, Educational Researcher. 38.5: 329-342.

    European programmes of design research have developed distinctive types of apparatus to structure and support the process of didactical design. This article illustrates how intermediate frameworks and design tools serve to mediate the contribution of grand theories to the design process, by coordinating and contextualising theoretical insights on the epistemological and cognitive dimensions of a knowledge domain for the particular purposes of designing teaching sequences and studying their operation. The development and analysis of intermediate frameworks and design tools of these types provides a promising approach to establishing a public repertoire of theoretically informed apparatus for didactical design.

  • Leach J; Ametller J; Scott P (2009) “The relationship of theory and practice in designing, implementing and evaluating teaching sequences: learning from examples that don’t work”, Education et la Didactique. 3.2: 139-161.

  • Ametller J; Leach JT; Scott PH (2007) “Using perspectives on subject learning to inform the design of subject teaching: an example from science education”, Curriculum Journal. 18.4: 479-492.

  • Lewis JM; Leach JT (2006) “Discussion of Socio-scientific Issues: The role of science knowledge”, International Journal of Science Education. 28.11: 1267-1287.

  • Leach JT (2005) “How students learn: Science in the classroom”, INT J SCI EDUC. 27.15: 1883-1886.

  • Leach JT; Millar R; Holman J (2005) “The continuing professional development of science teachers: a discussion paper”, School Science Review. 87.318: 105-111.

  • Ratcliffe M; Bartholomew H; Hames V; Hind AJ; Leach JT; Millar R; Osborne J (2005) “Evidence-based practice in science education: the researcher-user interface”, Research Papers in Education. 22.2: 69-86.

  • Kabapinar F; Leach JT; Scott P (2004) “The design and evaluation of a teaching-learning sequence addressing the solubility concept with Turkish secondary school students”, International Journal of Science Education. 26.5: 635-652.

    Author URL [www.tandf.co.uk]

  • Leach JT; Hind AJ; Ryder J (2003) “Designing and evaluating short teaching interventions about the epistemology of science in high school classrooms”, Science Education. 87.6: 831-848.

    Author URL [www3.interscience.wiley.com]

  • Leach JT; Scott PH (2003) “Individual and Sociocultural Views of Learning in Science Education”, Science & Education. 12.1: 91-113.

  • Leach JT; Andrews R; Williams J (2002) “Special Issue on Subject Knowledge and Application”, British Educational Research Journal. 28.5: 1-xx.

  • Budde M; Niedderer H; Scott PH; Leach JT (2002) “'Electronium': a quantum atomic teaching model”, Physics Education. 37.3: 197-203.

  • Leach JT (2002) “Teachers' views on the future of the secondary science curriculum”, School Science Review. 83.304: 43-50.

  • Leach JT; Scott PH (2002) “Designing and Evaluating Science Teaching Sequences: An approach drawing upon the concept of learning demand and a social constructivist perspective on learning”, Studies in Science Education. 38: 115-142.

  • Millar R; Leach JT; Osborne J; Ratcliffe M; Hames V; Hind AJ; Bartholomew H; Collins S; Lewis JM; Scott PH; Duschl R (2002) “Towards evidence-based practice in science education”, School Science Review. 84.307: 19-34.

  • Ratcliffe M; Bartholomew H; Hames V; Hind AJ; Leach JT; Millar R; Osborne J (2002) “The nature of science education research”, School Science Review. 84.207: 35-42.

  • Budde M; Niedderer H; Scott PH; Leach JT (2002) “The quantum atomic model 'Electronium': a successful teaching tool”, Physics Education. 37.3: 204-210.

  • Leach JT; Hind AJ; Lewis JM; Scott PH (2002) “EPSE Project 2: Designing and evaluating short teaching sequences, informed by research evidence”, School Science Review. 84.307: 25-28.

  • Leach JT (2001) “Images of science linked to labwork: A survey of secondary school and university students”, Research in Science Education. 31: 499-523.

  • Leach JT; Millar R; Ryder J; Sere MG (2000) “Epistemological understanding in science learning: the consistency of representations across contexts”, Learning and Instruction. 10: 497-527.

  • Lewis JM; Leach JT; Wood-Robinson C (2000) “All in the Genes? - young people's understanding of the nature of genes”, Journal of Biological Education. 34.2: 74-79.

  • Lewis JM; Leach JT; Wood-Robinson C (2000) “Chromosomes: the missing link - young people's understanding of mitosis, meiosis and fertilisation”, Journal of Biological Education. 34.4: 189-199.

    This paper considers school students' understanding of the processes of cell division and fertilisation towards the end of their compulsory science education. It highlights and quantifies the difficulties which these students have in understanding the purposes and products of these processes, and identifies the origins of some of these difficulties. In particular it notes the widespread lack of understanding of the physical link between chromosomes and genetic material and the relationship between the behaviour of chromosomes at cell division and the continuity of genetic information - both within and between organisms.

  • Wood-Robinson C; Lewis JM; Leach JT (2000) “Young people's understanding of the nature of genetic information in the cells of an organism”, Journal of Biological Education. 35.1: 29-36.

  • Ryder J; Leach JT (2000) “Interpreting experimental data: the views of upper secondary school and university science students”, International Journal of Science Education. 22.10: 1069-1084.

  • Ryder J; Leach JT; Driver RH (1999) “Undergraduate Science Students’ Images of Science”, Journal of Research in Science Teaching. 36.2: 201-219.

  • Leach JT (1999) “Students’ understanding of the co-ordination of theory and evidence in science”, International Journal of Science Education. 21.8: 789-806.

  • Ryder J; Leach JT (1999) “University science students' experiences of investigative project work and their images of science”, International Journal of Science Education. 21.9: 945-956.

  • Leach JT; Scott P; Kyle W; Osbourne J; Norris S (1998) “Enduring scholarship and dialogue”, Journal of Research in Science Teaching. 35.1: 1-2.

  • Leach JT; Scott P (1998) “Rosalind Driver (1941-1997)”, Science Teacher Education. Spring 1998

  • Ryder J; Leach JT (1998) “Enseigner les pratiques effectives de la science: expériences d’étudiants en projet de recherche de licence”, Didaskalia. 12: 39-61.

  • Wood-Robinson C; Lewis JM; Leach JT; Driver RH (1998) “Genetics and scientific literacy: the results of a research project and their implications for the school curriculum and for teaching”, Ensenanza de las Ceincias. 16.1: 43-61.

  • Leach JT; Wood-Robinson C; Driver RH (1998) “Genética y formación cientifica: resultados de un proyecto de investigación y sus implicationes sobre lost programas escolares y la enseñanza”, Ensenanza de las Ciencias. 16.1: 43-61.

  • Leach JT; Scott P; Osbourne J (1997) “Professor Rosalind Driver (1941-1997)”, Studies in Science Education. 30: 1-4.

  • Leach JT (1997) “An ASE policy on science education research”, Education in Science. 175

  • Leach JT; Driver RH; Millar R; Scott PH (1997) “A study of progression in learning about ‘the nature of science’: issues of conceptualisation and methodology”, International Journal of Science Education. 19.2: 147-166.

  • Wood-Robinson C; Lewis JM; Leach JT; Driver RH (1997) “Genetics, the school curriculum and the public undestanding of science”, Journal of Science Education in Japan. 21.3: 154-171.

  • Leach JT (1997) “In search of the Holy Grail: ‘Scientific and technological literacy for all children, youth and adults across the world”, Studies in Science Education. : 116-121.

  • Leach JT; Ryder J (1996) “Learning what it means to be a biochemist: case study of a tutorial on glycolysis”, Biochemical Education. 24: 21-25.

  • Scott P; Leach JT; Driver RH; Wood-Robinson C (1996) “Children’s ideas about ecology (3): ideas found in children aged 5-16 about the interdependency of organisms”, International Journal of Science Education. 18.2: 129-141.

  • Scott P; Leach JT; Driver RH; Wood-Robinson C (1996) “Children’s ideas about ecology (2): ideas found in children aged 5-16 about the cycling of matter”, International Journal of Science Education. 18.1: 19-34.

  • Leach JT; Watson JR (1996) “Dissolving ideas”, Education in Chemistry. 33.4: 101-102.

  • Leach JT; Andrews R; Williams J “Editorship: British Educational Research Journal”, British Educational Research Journal. 28.5

Others

  • Leach JT; Ametller J; Hind AJ; Lewis JM; Scott PH (2003) Developing and evaluating evidence-informed teaching sequences. Teaching and Learning Research Programme.

    Author URL [www.tlrp.org]

  • Hind AJ; Leach JT; Lewis JM; Scott PH (2002) Teaching Science for Understanding: electric circuits. Centre for Studies in science and Mathematics Education.

  • Hind AJ; Leach JT; Lewis JM; Scott PH (2002) Teaching Science for understanding: Plant Nutrition. Centre for Studies in Science and Mathematics Education, University of Leeds.

  • Driver RH; Asoko HM; Leach JT; Mortimer E; Scott PH (1999) Construindo conhecimento cientifico na sala de aula. Sao Paulo Bazil.

  • Lewis JM; Driver RH; Leach JT; Wood-Robinson C (1997) Understanding Genetics: materials for investigating student's understanding, with some suggestions for their use in teaching.

Reports

  • Lewis JM; Leach JT; Wood-Robinson C (1999) Working Paper 4 - Understanding the genetic basis of cells; B: the written probes. CSSME, University of Leeds.

  • Leach JT; Sere MG; Niedderer H; Paulsen AC; Psillos D; Tiberghien A; Vincentini M (1998) Improving Labwork in Science Education. Brussels: European Commission.

  • Ryder J; Leach JT; Millar R; Sere MG; Niedderer H; Paulsen AC (1998) Survey 2: students’ images of science as they relate to labwork learning.

  • Ryder J; Leach JT; Lewis JM (1998) Learning about the actual practice of science: three case studies of undergraduate labwork from the UK.

  • Ryder J; Leach JT; Driver RH; Scott P; Millar R (1998) Developing university chemistry students’ critical thinking skills: a case study.

  • Lewis JM; Leach JT; Ryder J (1998) Case Study GB3: The use of mini-projects in preparing students for independent open ended investigative labwork. CSSME, University of Leeds.

  • Leach JT; Sere MG (1998) Labwork in science Education.

  • Lewis JM; Driver RH; Leach JT; Wood-Robinson C (1997) Understanding Of Basic Genetics And DNA Technology Working Paper 2 of the ‘Young People’s Understanding of, and Attitudes to, the New Genetics’ project. CSSME, University of Leeds.

  • Lewis JM; Driver RH; Leach JT; Wood-Robinson C (1997) Opinions On And Attitudes Towards Genetic Engineering: Acceptable Limits; A: The Discussion Task Working Paper 7 of the ‘Young People’s Understanding of, and Attitudes to, the New Genetics’ project. CSSME, University of Leeds.

  • Lewis JM; Driver RH; Leach JT; Wood-Robinson C (1997) Working Paper 7 - Opinions On and Attitudes Towards Genetic Engineering: Acceptable Limits; A: The Discussion Task. CSSME, University of Leeds.

  • Ryder J; Leach JT; Driver RH (1997) Undergraduate science research projects and students’ images of the nature of science. CSSME, University of Leeds.

  • Lewis JM; Driver RH; Leach JT; Wood-Robinson C (1997) Working Paper 2 - Understanding of Basic Genetics and DNA Technology. CSSME, University of Leeds.

  • Ryder J; Leach JT; Driver RH (1996) Final year projects in undergraduate science courses. CSSME, University of Leeds.

  • Leach JT; Ryder J (1996) Three case studies of student and supervisor experiences during undergraduate science research projects Undergraduate Learning in Science Project Working Paper 6. Leeds: Centre for Studies in Science and Mathematics Education.

  • Leach JT; Lewis JM; Driver RH; Wood-Robinson C (1996) Young people’s understanding of, and attitude to, ‘the new genetics’ Working Paper 5: Opinions on, and attitudes towards, genetic screening A: prenatal screening for cystic fibrosis. Leeds: Centre for Studies in Science and Mathematics Education.

  • Wood-Robinson C; Lewis JM; Driver RH; Leach JT (1996) Working Paper 1- Rationale, design and methodology. CSSME, University of Leeds.

  • Leach JT; Ryder J; Driver RH (1996) The research project study: design and methodology Undergraduate Learning in Science Project Working Paper 2. Leeds: Centre for Studies in Science and Mathematics Education.

  • Ryder J; Leach JT; Driver RH (1996) Undergraduate Science Research Projects: the student experience. CSSME, University of Leeds.

  • Leach JT; Ryder J; Driver RH (1996) Undergraduate students’ understanding of the nature of science Undergraduate Learning in Science Project Working Paper 5. Leeds: Centre for Studies in Science and Mathematics Education.

  • Lewis JM; Leach JT; Driver RH; Wood-Robinson C (1996) Opinions On And Attitudes Towards Genetic Screening; A: Pre-Natal Screening (Cystic Fibrosis) Working Paper 5 of the ‘Young People’s Understanding of, and Attitudes to, the New Genetics’ project. CSSME, University of Leeds.

  • Ryder J; Leach JT (1996) A summary of findings and recommendations arising from the Research Project Study. CSSME, University of Leeds.

  • Ryder J; Leach JT; Driver RH (1996) The research project study: design and methodology. CSSME, University of Leeds.

  • Leach JT; Ryder J (1996) A survey of students’ and supervisors’ experiences of research projects in undergraduate science courses Undergraduate Learning in Science Project Working Paper 7. Leeds: Centre for Studies in Science and Mathematics Education.

  • Lewis JM; Wood-Robinson C; Driver RH; Leach JT (1996) Rationale, design and methodology Working Paper 1 of the ‘Young People’s Understanding of, and Attitudes to, the New Genetics’ project. CSSME, University of Leeds.

  • Leach JT; Ryder J; Driver RH (1996) Undergraduate science research projects: the student experience Undergraduate Learning in Science Project Working Paper 4. Leeds: Centre for Studies in Science and Mathematics Education.

  • Ryder J; Leach JT; Driver RH (1996) A perspective on undergraduate teaching and learning in the sciences. CSSME, University of Leeds.

  • Leach JT; Lewis JM; Driver RH; Wood-Robinson C (1996) Working Paper 5 - Opinions On and Attitudes Towards Genetic Screening; A: Pre-Natal Screening (Cystic Fibrosis). CSSME, University of Leeds.

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