Search results for: “ai in education”

This is our SWDTP student podcast where, in each episode, PhD students discuss their research, and the impact they hope it will have and offer tips to anyone thinking about embarking on a PhD. They also provide some Social Science research and top tips for your PhD journey along the way!

New episodes to come on the 27th of every month!

Let’s Collaborate Season 2

Episode 1: Let’s Collaborate with Max on the visual construction of Jeremy Corbyn in the British media.

Episode 2: Let’s Collaborate with Yarden on students’ use of green spaces, connectedness and environmental orientation

Episode 3: Let’s Collaborate with Hannah on the working relationship between family lawyers and their clients.

Episode 4: Let’s Collaborate with Kim on experiences of inclusion in secondary school.

Episode 5: Let’s Collaborate with Di on how corporations respond to product recall.

Episode 6: Let’s Collaborate with Wesam on approaches to social movement theory in Jordan.

Episode 7: Let’s Collaborate with Dinara on trilingual policy in education in Kazakhstan

Episode 8: Let’s Collaborate with Luca on neurodevelopmental traits across the lifespan

Episode 9: Let’s Collaborate with Katie on social workers’ understanding of parental capacity for change

Let’s Collaborate Season 1

Episode 1:  Let’s Collaborate with Stefan on financial systems that are contributing to the climate crisis.

Episode 2: Let’s Collaborate with Rachael on the education of children in care.

Episode 3: Let’s Collaborate with Flo on the impact of childhood trauma on long-term health outcomes.

Episode 4: Let’s Collaborate with Beth on how children’s 24 hour movements, including sleep, sedentary behaviours & physical activity impacts their health.

Episode 5: Let’s Collaborate with Kimberley on ethnic minority mums and their fears about physical activity during pregnancy.

Episode 6: Let’s Collaborate with Faisal on the policy and economic implications of energy transitions from fossil fuels to green energy.

Episode 7: Let’s Collaborate with Felipe on gold mining in the amazon.

Episode 8: Let’s Collaborate with Georgina on green social prescribing and the role of volunteers in creating wellbeing.

Episode 9: Let’s Collaborate with Mónica on the idea of manhood for men who’ve been accused of domestic violence

The deadline for this opportunity has now passed.

ADR UK is delighted to announce the 20 PhD studentship opportunities to be hosted by supervisors across 13 of the Economic and Social Research Council (ESRC) Doctoral Training Partnerships (DTPs). These PhD studentships will use ADR UK’s new linked flagship datasets to answer policy-relevant research questions. Students are expected to begin their PhDs in October 2023 and will be funded through an investment of £1.9 million from ADR UK.

ADR UK grants 20 PhD studentship opportunities focused on quantitative research using linked administrative data – ADR UK

The SWDTP will be hosting two of these studentships at the University of Bristol and the University of Exeter. Please refer to the links below for further details on each studentship, entry requirements and application information.

Educational research using linked administrative data at the University of Bristol

Environmental predictors of educational outcomes for children with special needs and disabilities (SEND) University of Exeter

The closing date for is 20^th March 2023

Research Topic Title:  From ‘plant blindness’ to ‘bug blindness’: disseminating an evidence-based pedagogy for plants and refining methodologies in attitudinal research

Plants are essential for the survival of life on Earth, but many people fail to notice plants in the environment or recognise their importance, a phenomenon known as plant blindness. This has led to a ‘green skills gap’ in research and industry, as well as the neglect of plants in education and biodiversity conservation. For my PhD I designed and evaluated a suite of novel approaches for botanical learning, based on the creative arts, digital tools, and memorisation techniques. I considered how these contributed to a theory and practice of learning to address plant blindness, alongside the existing literature. My fellowship broadens this work to encompass attitudes and pedagogies for other categories of biodiversity, particularly invertebrates. Public interest and support for invertebrates is low but, like plants, they are diverse and easy to find and study in urban environments. I am developing a novel methodological approach for measuring attitudes to invertebrates and how these relate to people’s connection to nature. I am also producing a compendium of videos for teachers and outdoor learning practitioners to increase awareness about plant blindness and to promote evidence-based teaching approaches for plants.

Mentor/s: Dr Lindsay Hetherington

Publications

Stagg, B.C. (2022). Impactful drama: using mixed methods approaches for the evaluation of drama in science. [Manuscript in press]. In D.McGregor (Ed.), The ESERA Book Series. Learning Science through Drama: Exploring International Perspectives.

Stagg, B.C., & Dillon, J. (2022). Plant awareness is linked to plant relevance: a review of educational and ethnobiological literature (1998 – 2020). Plants People Planet, ahead-of-print. https://doi.org/10.1002/ppp3.10323

Stagg, B.C., Dillon, J., & Maddison, J. (2022). Expanding the field: using digital to diversify learning in outdoor science. Disciplinary and Interdisciplinary Science Education Research, 4(9). https://doi.org/10.1186/s43031-022-00047-0

Stagg, B.C. (2020). Meeting Linnaeus: improving comprehension of biological classification and attitudes to plants using drama in primary science education. Research in Science & Technological Education, 38(3), 253 – 271. https://doi.org/10.1080/02635143.2019.1605347

Stagg, B. C., & Verde, M.F. (2019). Story of a Seed: educational theatre improves students’ comprehension and attitudes to plants in primary science education. Research in Science and Technological Education 37(1), 15 – 35. https://doi.org/10.1080/02635143.2018.1455655

Stagg, B. C., & Verde, M.F. (2019). A comparison of descriptive writing and drawing of plants for the development of adult novices’ botanical knowledge. Journal of Biological Education 53(1), 63 – 78. https://doi.org/10.1080/00219266.2017.1420683

Stagg, B. C., & Donkin, M.E. (2017). Apps for Angiosperms: the usability of mobile computers and printed field guides for UK wildflower and winter tree identification. Journal of Biological Education 51(2), 123 – 135. https://doi.org/10.1080/00219266.2016.1177572

Stagg, B. C., & Donkin, M.E. (2016). Mnemonics are an effective tool for beginners learning plant identification. Journal of Biological Education 50(1), 24 – 40. https://doi.org/10.1080/00219266.2014.1000360

Stagg, B. C., Donkin, M.E., & Smith, A.E. (2015). Bryophytes for Beginners: the usability of a printed dichotomous key versus a multi-access computer-based key for bryophyte identification. Journal of Biological Education 49(3), 274 – 287. https://doi.org/10.1080/00219266.2014.934900

Stagg, B. C., & Donkin, M.E. (2013). Teaching botanical identification to adults: experiences of the UK participatory science project ‘Open Air Laboratories’. Journal of Biological Education 47(2), 104 – 110. https://doi.org/10.1080/00219266.2013.764341

Contact Details as applicable

E-mail: b.stagg@exeter.ac.uk

LinkedIn:  Dr Bethan Stagg

Twitter:  @BethanStagg

Research Topic Title: Adolescents’ representations of climate change: Considering implications for climate change secondary education in the UK

My doctoral research explored how adolescents in the UK understand climate change and whether and how they relate it to themselves and their lives in the UK. Drawing on several qualitative studies, I found that participants viewed climate change as a real and human-caused threat that has grave implications for the health and wellbeing of the planet and its occupants. However, they frequently placed the more serious impacts of climate change at a spatial and temporal distance and saw little need to consider the implications of their own or their family’s climate-related behaviours and practices. They blamed other countries, older generations, and the government for causing climate change and placed the responsibility for resolving it with governments. Over the course of the fellowship, I will consider the implications of my research for climate change secondary education in the UK and develop networks with academics, policymakers, and practitioners. I will examine how solutions to and responsibility for resolving climate change are presented to pupils at secondary schools, by reviewing secondary curricula specifications and material in England, Wales, Scotland, and Northern Ireland. I will also consider the broader context, by reviewing how these issues are presented in the net zero strategies of the UK nations.

Mentor/s: Prof. Lorraine Whitmarsh

Publications

Lee, K., O’Neill, S., Blackwood, L., & Barnett, J. (2022). Perspectives of UK adolescents on the youth climate strikes. Nature Climate Change, 12, 528-531.

Lee, K., & Barnett, J. (2022). Adolescents’ Representations of Climate change: Exploring the Self-other Thema in a Focus Group Study. Environmental Communication, DOI:10.1080/17524032.2021.2023202

Lee, K. (2021). Climate change education: Which facts matter? IPR blog, 18 November 2021. Retrieved from: https://blogs.bath.ac.uk/iprblog/2021/11/18/climate-change-education-which-facts-matter/

Lee, K., & Barnett, J. (2020). ‘Will polar bears melt?’ A qualitative analysis of children’s questions about climate change. Public Understanding of Science, 29(8).

Lee, K., Gjersoe, N., O’Neill, S., & Barnett, J. (2020). Youth perceptions of climate change: A narrative synthesis. Wiley Interdisciplinary Reviews: Climate Change, 11, e641.

Lee, K., Vasileiou, K., & Barnett, J. (2017). ‘Lonely within the mother’: An exploratory study of first-time mothers’ experiences of loneliness. Journal of Health Psychology, 24, 1334-1344.

Contact Details as applicable

E-mail: kl614@bath.ac.uk         

Twitter:  @dktee