Richard Brock
Biographic Data
| ID | 179184 |
|---|---|
| NAME | Richard Brock |
| GIVEN NAMES | Richard |
| FAMILY NAME | Brock |
| SIGNATURE | BROCK R |
| AFFILIATIONS | King's College London |
| ORCID | 0000-0003-2497-8030 |
| VERIFIED | Yes |
| TOTAL WORKS | 12 |
| TOTAL CITATIONS | 3 |
| AUTHOR COUNT | 12 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2002 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
Using Text Mining to Identify Teleological Explanations in Physics and Biology Textbooks: An Exploratory Study
Creating and critiquing explanations of phenomena is a significant goal of many scientific disciplines and therefore also a learning goal of science education. A significant source of explanations is science textbooks; however, the large corpus of text in textbooks means that manual review of explanations by individual researchers is extremely time consuming. In this paper, we introduce a text-mining approach for identifying legitimate and illegi…
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study
Research reports that interesting but irrelevant information, seductive details, in teaching material can impede learning. In science education, the inclusion of historical narratives in lessons to promote interest has been recommended but may hinder learning. This study examines the impact of seductive details on UK high school students' knowledge retention from video explanations. The research adopted a mixed methods approach. In the first stud…
The “problem” of teacher quality: Exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England
Teachers and teacher education are often presented as “problems” to be solved, with policy solutions that focus on ways to make teachers “better” and improve teacher “quality” by introducing prescriptive strategies. We investigate the ways Covid-19-related changes to university and school-based facets of Initial Teacher Education (ITE) in England influence teacher quality in relation to both student teachers and early career teachers, working in …
Assembly required: A microgenetic multiple case study of four students’ assemblages when learning about force
Some descriptions of learning represent the process as the development of organisations of elements.Various organisations have been proposed, for example, schemata and conceptual structures.Such representations assume that mental entities, such as concepts, are sufficiently stable and differentiated to be treated as units.We discuss these assumptions and propose a new term, assemblages, to refer to a person's activation of two or more conceptual …
Distinguishing Nature of Science Beliefs, Knowledge and Understandings: Towards Clarity and Coherence in Educational Goals Related to the Nature of Science
Whilst teaching about the nature of science (NOS) is a significant goal of science education, there remains debate about specifying the NOS and appropriate pedagogies and approaches to researching the NOS. A neglected, but conceptually and practically significant, problem is the proliferation of NOS-related learning goals such as NOS beliefs, views, understandings and knowledge. In this theoretical paper, we argue that such goals are often poorly…
Is There a Limit to Resemblances: Teaching About Science and Pseudoscience From a Family Resemblance Perspective
The notion of family resemblance has recently emerged as a promising and fruitful approach to characterising the nature of science (NOS) in science education research, offering solutions to some perplexing challenges such as capturing both the domain-general and domain-specific features of science with a single framework. At the same time, however, criticism has been levelled that the resemblance might eventually extend to certain activities that…
A Justification of Legitimate Teleological Explanations in Physics Education: An Argument from Necessary Constraints
Scientific teleological explanations cite end states as causes to account for physical phenomena. Researchers in science education have noted that students can use teleological explanations in ways that are illegitimate, for example, by implying that inanimate objects are acting intentionally. Despite such cases, several examples of legitimate teleological explanation have been described, and the use of the explanatory form in several contexts in…
Collaborative identity development during a global pandemic: Exploring teacher identity through the experiences of pre-service high school teachers in England
Since early 2020, COVID-19 has had a substantial impact on teacher education. We consider novel aspects of how pre-service teachers have collaboratively developed their professional identities during the pandemic. Drawing on findings from forty-five interviews with pre-service high school teachers working in England during September 2020 – June 2021, we share how collaborative identity development was central and occurred in a variety of spaces, …
Making claims about learning: A microgenetic multiple case study of temporal patterns of conceptual change in learners’ activation of force conceptions
Representing conceptual change is challenging. Claims that conceptual change has occurred are sometimes based on data from a small number of probes given over a relatively long interval. Data collected in this way do not allow short-lived variability to be distinguished from more stable conceptual change and can lead to mistaken conclusions about learning. Different forms of variability can be distinguished by reporting temporal patterns of conce…
Framing Theory: Toward an Ekphrastic Postcolonial Methodology
"An "onerous citizenship: Globalization, cultural flows and the HIV/Aids pandemic in Hari Kunzru'sTransmission
The AIDS pandemic has become one of the defining fears of our globalized world. Numerous critics have demonstrated the indispensability of theories of globalization to conceptualizing the disease, but such is the metaphorical traffic between constructions of AIDS and globalization that it may now be equally impossible to conceptualize globalization without reference to the AIDS pandemic. In this paper, I discuss HIV/AIDS in the light of Arjun App…
The fiction of church and state separation: A proposal for greater freedom of religion
Journal Article The fiction of church and state separation: a proposal for greater freedom of religion Get access RN Brock RN Brock Visiting Scholar, Starr King School for the Ministry, Graduate Theological Union, Berkeley, CA 94709, USA Search for other works by this author on: Oxford Academic Google Scholar Journal of the American Academy of Religion, Volume 70, Issue 4, December 2002, Pages 855–862, https://doi.org/10.1093/jaar/70.4.855 Publis…
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study
Research reports that interesting but irrelevant information, seductive details, in teaching material can impede learning. In science education, the inclusion of historical narratives in lessons to promote interest has been recommended but may hinder learning. This study examines the impact of seductive details on UK high school students' knowledge retention from video explanations. The research adopted a mixed methods approach. In the first stud…
The “problem” of teacher quality: Exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England
Teachers and teacher education are often presented as “problems” to be solved, with policy solutions that focus on ways to make teachers “better” and improve teacher “quality” by introducing prescriptive strategies. We investigate the ways Covid-19-related changes to university and school-based facets of Initial Teacher Education (ITE) in England influence teacher quality in relation to both student teachers and early career teachers, working in …
"An "onerous citizenship: Globalization, cultural flows and the HIV/Aids pandemic in Hari Kunzru'sTransmission
The AIDS pandemic has become one of the defining fears of our globalized world. Numerous critics have demonstrated the indispensability of theories of globalization to conceptualizing the disease, but such is the metaphorical traffic between constructions of AIDS and globalization that it may now be equally impossible to conceptualize globalization without reference to the AIDS pandemic. In this paper, I discuss HIV/AIDS in the light of Arjun App…
The fiction of church and state separation: A proposal for greater freedom of religion
Journal Article The fiction of church and state separation: a proposal for greater freedom of religion Get access RN Brock RN Brock Visiting Scholar, Starr King School for the Ministry, Graduate Theological Union, Berkeley, CA 94709, USA Search for other works by this author on: Oxford Academic Google Scholar Journal of the American Academy of Religion, Volume 70, Issue 4, December 2002, Pages 855–862, https://doi.org/10.1093/jaar/70.4.855 Publis…
"An "onerous citizenship: Globalization, cultural flows and the HIV/Aids pandemic in Hari Kunzru'sTransmission
The AIDS pandemic has become one of the defining fears of our globalized world. Numerous critics have demonstrated the indispensability of theories of globalization to conceptualizing the disease, but such is the metaphorical traffic between constructions of AIDS and globalization that it may now be equally impossible to conceptualize globalization without reference to the AIDS pandemic. In this paper, I discuss HIV/AIDS in the light of Arjun App…
Framing Theory: Toward an Ekphrastic Postcolonial Methodology
Making claims about learning: A microgenetic multiple case study of temporal patterns of conceptual change in learners’ activation of force conceptions
Representing conceptual change is challenging. Claims that conceptual change has occurred are sometimes based on data from a small number of probes given over a relatively long interval. Data collected in this way do not allow short-lived variability to be distinguished from more stable conceptual change and can lead to mistaken conclusions about learning. Different forms of variability can be distinguished by reporting temporal patterns of conce…
Is There a Limit to Resemblances: Teaching About Science and Pseudoscience From a Family Resemblance Perspective
The notion of family resemblance has recently emerged as a promising and fruitful approach to characterising the nature of science (NOS) in science education research, offering solutions to some perplexing challenges such as capturing both the domain-general and domain-specific features of science with a single framework. At the same time, however, criticism has been levelled that the resemblance might eventually extend to certain activities that…
A Justification of Legitimate Teleological Explanations in Physics Education: An Argument from Necessary Constraints
Scientific teleological explanations cite end states as causes to account for physical phenomena. Researchers in science education have noted that students can use teleological explanations in ways that are illegitimate, for example, by implying that inanimate objects are acting intentionally. Despite such cases, several examples of legitimate teleological explanation have been described, and the use of the explanatory form in several contexts in…
Collaborative identity development during a global pandemic: Exploring teacher identity through the experiences of pre-service high school teachers in England
Since early 2020, COVID-19 has had a substantial impact on teacher education. We consider novel aspects of how pre-service teachers have collaboratively developed their professional identities during the pandemic. Drawing on findings from forty-five interviews with pre-service high school teachers working in England during September 2020 – June 2021, we share how collaborative identity development was central and occurred in a variety of spaces, …
Assembly required: A microgenetic multiple case study of four students’ assemblages when learning about force
Some descriptions of learning represent the process as the development of organisations of elements.Various organisations have been proposed, for example, schemata and conceptual structures.Such representations assume that mental entities, such as concepts, are sufficiently stable and differentiated to be treated as units.We discuss these assumptions and propose a new term, assemblages, to refer to a person's activation of two or more conceptual …
Distinguishing Nature of Science Beliefs, Knowledge and Understandings: Towards Clarity and Coherence in Educational Goals Related to the Nature of Science
Whilst teaching about the nature of science (NOS) is a significant goal of science education, there remains debate about specifying the NOS and appropriate pedagogies and approaches to researching the NOS. A neglected, but conceptually and practically significant, problem is the proliferation of NOS-related learning goals such as NOS beliefs, views, understandings and knowledge. In this theoretical paper, we argue that such goals are often poorly…
Using Text Mining to Identify Teleological Explanations in Physics and Biology Textbooks: An Exploratory Study
Creating and critiquing explanations of phenomena is a significant goal of many scientific disciplines and therefore also a learning goal of science education. A significant source of explanations is science textbooks; however, the large corpus of text in textbooks means that manual review of explanations by individual researchers is extremely time consuming. In this paper, we introduce a text-mining approach for identifying legitimate and illegi…
The Effect of Seductive Details on Knowledge Retention in Physics Videos: A Mixed Methods Study
Research reports that interesting but irrelevant information, seductive details, in teaching material can impede learning. In science education, the inclusion of historical narratives in lessons to promote interest has been recommended but may hinder learning. This study examines the impact of seductive details on UK high school students' knowledge retention from video explanations. The research adopted a mixed methods approach. In the first stud…
The “problem” of teacher quality: Exploring challenges and opportunities in developing teacher quality during the Covid-19 global pandemic in England
Teachers and teacher education are often presented as “problems” to be solved, with policy solutions that focus on ways to make teachers “better” and improve teacher “quality” by introducing prescriptive strategies. We investigate the ways Covid-19-related changes to university and school-based facets of Initial Teacher Education (ITE) in England influence teacher quality in relation to both student teachers and early career teachers, working in …
Psychology (8 works) · Epistemology (7 works) · Mathematics education (6 works) · Philosophy (6 works) · Sociology (6 works) · Political science (5 works) · Medicine (4 works) · Pedagogy (4 works) · Science education (4 works) · Computer Science (3 works)