Lynn D Newton
Datos Biográficos
| ID | 5124502 |
|---|---|
| NOMBRE | Lynn D Newton |
| NOMBRES | Lynn D |
| APELLIDO | Newton |
| FIRMA | NEWTON L D |
| AFILIACIONES | Durham University |
| ORCID | 0000-0001-8419-7127 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 6 |
| TOTAL DE CITAS | 11 |
| TOTAL COMO AUTOR | 6 |
| TOTAL COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 1997 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2019 |
| ÍNDICE H | 2 |
Humanoid Robots as Teachers and a Proposed Code of Practice
This article will discriminate between kinds of robot, point to its burgeoning development and application in the home and workplace, and describe its growing use in the classroom as a teacher. It will describe its potential to support, for instance, language development, social and emotional training (e.g. for children with an autistic spectrum disorder (ASD)), and teaching and assessment, and will review researchers’, teachers’, students’ and p…
Creativity in Science and Science Education
Ghassib's (2010) paper is an interesting historical and philosophical discussion on the topic of knowledge production and a productivist industrial model in science. As I see it from the point of view of education, a weakness of the paper relates to the lack of discussion of the notion of creativity in science. The title includes the word 'creativity' and yet he does not explicitly address the nature of creativity in science, its relevance to sci…
Creative Thinking and Teaching for Creativity in Elementary School Science
While it is important to nurture creativity in young children, it is popularly associated more with the arts than the sciences. This paper reports on a series of studies designed to explore teachers’ conceptions of creative thinking in primary school science. Study #1 examines pre-service primary teachers’ ideas of what constitutes creativity in science lessons, using a phenomenographic analysis. The study found that their conceptions tend to be …
Do Teachers Support Causal Understanding through their Discourse when Teaching Primary Science
Understanding is a requirement of the National Curriculum for Science. To what extent do teachers press for causal understanding through their discourse in primary science lessons? Fifty Key Stage 2 primary science lessons (years 3–6; 7 + −10 + years) were observed in the north‐east of England and the nature of the discourse was examined. There were low levels of teacher discourse that related explicitly to causes and reasons. Discourse relating …
Learning and conceptions of understanding in history and science
Understanding is greatly valued in higher education. It is more likely to be achieved when lecturers and students agree on what counts as understanding. History and science lecturers' conceptions of understanding were compared with recent history and science graduates' conceptions of understanding. Whilst there was some agreement amongst students and lecturers about the nature of understanding in these subjects, there was the potential for a mism…
Teachers' conceptions of understanding historical and scientific events
Background . Teachers of younger children commonly teach a range of subjects. Those with a science degree, for instance, may also teach subjects like history. Conversely, those with a history degree may also teach science. Aims . Do such differences in academic background affect teachers' conceptions of understanding? The aim was to compare teachers' conceptions of understanding of scientific events and historical events, particularly when their …
Humanoid Robots as Teachers and a Proposed Code of Practice
This article will discriminate between kinds of robot, point to its burgeoning development and application in the home and workplace, and describe its growing use in the classroom as a teacher. It will describe its potential to support, for instance, language development, social and emotional training (e.g. for children with an autistic spectrum disorder (ASD)), and teaching and assessment, and will review researchers’, teachers’, students’ and p…
Learning and conceptions of understanding in history and science
Understanding is greatly valued in higher education. It is more likely to be achieved when lecturers and students agree on what counts as understanding. History and science lecturers' conceptions of understanding were compared with recent history and science graduates' conceptions of understanding. Whilst there was some agreement amongst students and lecturers about the nature of understanding in these subjects, there was the potential for a mism…
Do Teachers Support Causal Understanding through their Discourse when Teaching Primary Science
Understanding is a requirement of the National Curriculum for Science. To what extent do teachers press for causal understanding through their discourse in primary science lessons? Fifty Key Stage 2 primary science lessons (years 3–6; 7 + −10 + years) were observed in the north‐east of England and the nature of the discourse was examined. There were low levels of teacher discourse that related explicitly to causes and reasons. Discourse relating …
Teachers' conceptions of understanding historical and scientific events
Background . Teachers of younger children commonly teach a range of subjects. Those with a science degree, for instance, may also teach subjects like history. Conversely, those with a history degree may also teach science. Aims . Do such differences in academic background affect teachers' conceptions of understanding? The aim was to compare teachers' conceptions of understanding of scientific events and historical events, particularly when their …
Teachers' conceptions of understanding historical and scientific events
Background . Teachers of younger children commonly teach a range of subjects. Those with a science degree, for instance, may also teach subjects like history. Conversely, those with a history degree may also teach science. Aims . Do such differences in academic background affect teachers' conceptions of understanding? The aim was to compare teachers' conceptions of understanding of scientific events and historical events, particularly when their …
Learning and conceptions of understanding in history and science
Understanding is greatly valued in higher education. It is more likely to be achieved when lecturers and students agree on what counts as understanding. History and science lecturers' conceptions of understanding were compared with recent history and science graduates' conceptions of understanding. Whilst there was some agreement amongst students and lecturers about the nature of understanding in these subjects, there was the potential for a mism…
Do Teachers Support Causal Understanding through their Discourse when Teaching Primary Science
Understanding is a requirement of the National Curriculum for Science. To what extent do teachers press for causal understanding through their discourse in primary science lessons? Fifty Key Stage 2 primary science lessons (years 3–6; 7 + −10 + years) were observed in the north‐east of England and the nature of the discourse was examined. There were low levels of teacher discourse that related explicitly to causes and reasons. Discourse relating …
Creativity in Science and Science Education
Ghassib's (2010) paper is an interesting historical and philosophical discussion on the topic of knowledge production and a productivist industrial model in science. As I see it from the point of view of education, a weakness of the paper relates to the lack of discussion of the notion of creativity in science. The title includes the word 'creativity' and yet he does not explicitly address the nature of creativity in science, its relevance to sci…
Creative Thinking and Teaching for Creativity in Elementary School Science
While it is important to nurture creativity in young children, it is popularly associated more with the arts than the sciences. This paper reports on a series of studies designed to explore teachers’ conceptions of creative thinking in primary school science. Study #1 examines pre-service primary teachers’ ideas of what constitutes creativity in science lessons, using a phenomenographic analysis. The study found that their conceptions tend to be …
Humanoid Robots as Teachers and a Proposed Code of Practice
This article will discriminate between kinds of robot, point to its burgeoning development and application in the home and workplace, and describe its growing use in the classroom as a teacher. It will describe its potential to support, for instance, language development, social and emotional training (e.g. for children with an autistic spectrum disorder (ASD)), and teaching and assessment, and will review researchers’, teachers’, students’ and p…
Mathematics education (6 obras) · Psychology (6 obras) · Pedagogy (5 obras) · Educational Strategies and Epistemologies (4 obras) · Science education (4 obras) · Science Education and Pedagogy (4 obras) · Creativity (2 obras) · Creativity in Education and Neuroscience (2 obras) · Education and Critical Thinking Development (2 obras) · Social Psychology (2 obras)