Leeds Institute for Science Teaching Design (LISTeD)
Founded in 2007, the Group conducts research evidence-informed work on the design, implementation and evaluation of science teaching.
Members:
Professor John Leach (Co-Director)
Professor Phil Scott (Co-Director)
Jaume Ametller
Dr. Jenny Lewis
Dr. Jim Ryder
Nur Jayhan Ahmad (Doctoral student)
Mohammed Alzaghibi (Doctoral student)
Recent and ongoing projects:
- Towards evidence-based practice in science education (ESRC)
- Dialogic teaching in science classrooms (ESRC)
- Teachers and researchers as knowledge builders for better school science (Vetenskapsrådet, the Swedish research council)
- Supporting Physics Teaching 11-14 (Institute of Physics)
- Effective Practice in Interactive Teaching (the National Strategy)
- Designing teaching on introductory electrochemistry (PhD project: Nur Jayhan Ahmad)
- Designing teaching on introductory plant nutrition (PhD project: Mohammed Alzaghibi)
Key publications:
Ametller, J., Leach, J. and Scott, P. (2007). "Using perspectives on subject learning to inform the design of subject teaching: an example from science education". Curriculum Journal, 18(4), 479-492.
Millar, R., Leach, J., Osborne, J. and Ratcliffe, M. (2006). "Improving Subject Teaching: Lessons from Research in Science Education". London: RoutledgeFalmer.
Mortimer, E.F. and Scott, P.H. (2003). "Meaning Making in Secondary Science Classrooms". Buckingham, UK: Open University Press.
Leach, J. and Scott, P. (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.
Current and recent collaborators:
Professor Björn Andersson, University of Gothenburg, Sweden
Professor Neil Mercer, The University of Cambridge
Professor Robin Millar, The University of York, UK
Professor Jonathan Osborne, King's College London, UK
Professor Mary Ratcliffe, University of Southampton, UK
Professor Ken Ruthven, University of Cambridge, UK
Professor Andrée Tiberghien, University of Lyon II, FranceLast updated by Jaume Ametller on 4th December 2007