Teaching Science

  • McCullagh, J. and Doherty, A. (2020) A coteaching model for developing pre-service teachers’ practice and confidence in teaching primary science through inquiry

    Teaching primary science through inquiry offers a number of benefits including developing pupils’ science skills, progressing thinking skills and personal […]

  • McCullagh, J.F. and Doherty, A. (2017) Innovative approaches within initial Teacher Education to develop emergent science leaders

    Innovative approaches within Initial Teacher Education to develop emergent science leaders suggests how a fresh approach to teacher education could […]

  • McCullagh, J.F. and Doherty, A. (2018) Digital Makeover: What do pre-service teachers learn from microteaching primary science and how does an online video analysis tool enhance this activity?

    This paper reports on pre-service teachers’ experiences of using the web-based video analysis tool VideoAnt during microteaching seminars in primary […]

  • McCullagh, J. F. (2018) The ‘Salting Out’ Effect: investigating the influence of both the nature and concentration of salt on the partition coefficient of butan-1,4- dioic acid

    This sixth-form chemistry activity describes how students can use acid-base titrimetry to investigate how adding salt to the aqueous phase […]

  • McCullagh, J. F. (2019) The analysis of Milk of Magnesia by acid-base titration

    The analysis of this household product provides an excellent everyday example of a neutralisation reaction and allows students the opportunity […]

  • McCullagh, J. F. and Doherty, A. (2019) The benefits of setting science in an everyday context: a primary school perspective

    This article looks at various examples of setting science in an everyday context from a primary perspective, and how this […]

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

CREU (2020) Educational Underachievement in Northern Ireland: Evidence Summary

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Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

Purdy et al (2019), “Too Little, Too Late: The views of parents/carers on their child’s experiences of the Special Educational Needs (SEN) process in mainstream schools”

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Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

Walsh, G. (2019) ‘It’s teaching … but not as we know it’: using participatory learning theories to resolve the dilemma of teaching in play-based practice

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