Douglas P Newton
Biographic Data
| ID | 3656645 |
|---|---|
| NAME | Douglas P Newton |
| GIVEN NAMES | Douglas P |
| FAMILY NAME | Newton |
| SIGNATURE | NEWTON D P |
| AFFILIATIONS | Newcastle University |
| ORCID | 0000-0002-6671-1011 |
| VERIFIED | Yes |
| TOTAL WORKS | 14 |
| TOTAL CITATIONS | 29 |
| AUTHOR COUNT | 14 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 1963 |
| LATEST PUBLICATION YEAR | 2019 |
| H-INDEX | 3 |
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…
Thinking with Feeling
Are emotions good or bad for thinking and learning? Have you ever wondered why a good lesson of one year falls flat in another? Why do students behave the way they do? Teachers are expected to foster productive thought yet the neglect of emotion in the classroom, in favour of intellect, means teaching and learning is often not as effective as it might be. Thinking with Feeling explores what we mean by productive thought, its interrelationship wit…
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 …
Found coins as indicators of coins in circulation
Coin finds are used to inform discussion about coins in circulation and, hence, economic activity. This discussion often rests on the assumption that patterns in finds of accidentally lost coins mirror to a useful extent those of the coins in circulation at the time. Whenever possible, such assumptions should be tested. This study does this empirically with data from a known coinage. Conditional support was found for the assumption. There is also…
Do OFSTED Inspections of Secondary Schools Make a Difference to GCSE Results
The Office for Standards in Education (OFSTED) aims to improve school performance through inspection. A government indicator of a secondary school's performance in England and Wales is the students' success in examinations. The examination results of over 3000 OFSTED inspected secondary schools offering students for General Certificate of Secondary Education (GCSE) examination during the 1992 to 1997 inspection cycle were modelled statistically. …
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 …
Supporting the Comprehension of Tabulated Data
The detection of pattern and co‐variation in tabulated data is expected in many areas of the curriculum. While students familiar with the convention may be able to do this, it is often at an incomplete and imprecise level. A study of some 11‐12 year‐old students' comprehension of tabulated data showed that requiring them to predict table entries tended to increase the completeness and precision of their later descriptions of the situation describ…
Pictorial support for discourse comprehension
Discourse comprehension often involves the construction of a mental model of a situation and its updating as the discourse progresses. Theory suggests that a picture which depicts the initial physical situation in a story could help young children construct a functional mental model which they might maintain as the story progresses, thereby supporting comprehension. This was tested with young children, 4 to 6 years of age. The ability of those wh…
Process in Lower School Science Textbooks
School science teaching is often criticised for being didactic and too centred on the products of science. A number of important bodies urge teachers to give more attention to science as a way of thinking and working. However, what they mean by process‐centred investigative approaches is often unclear. The content of a number of science texts claiming to support such an approach and intended for use in the lower secondary school was analysed to s…
Relevance and science education
Perspectives
Multiple Human Figures in Western Papuan Gulf Art
Do OFSTED Inspections of Secondary Schools Make a Difference to GCSE Results
The Office for Standards in Education (OFSTED) aims to improve school performance through inspection. A government indicator of a secondary school's performance in England and Wales is the students' success in examinations. The examination results of over 3000 OFSTED inspected secondary schools offering students for General Certificate of Secondary Education (GCSE) examination during the 1992 to 1997 inspection cycle were modelled statistically. …
Found coins as indicators of coins in circulation
Coin finds are used to inform discussion about coins in circulation and, hence, economic activity. This discussion often rests on the assumption that patterns in finds of accidentally lost coins mirror to a useful extent those of the coins in circulation at the time. Whenever possible, such assumptions should be tested. This study does this empirically with data from a known coinage. Conditional support was found for the assumption. There is also…
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 …
Process in Lower School Science Textbooks
School science teaching is often criticised for being didactic and too centred on the products of science. A number of important bodies urge teachers to give more attention to science as a way of thinking and working. However, what they mean by process‐centred investigative approaches is often unclear. The content of a number of science texts claiming to support such an approach and intended for use in the lower secondary school was analysed to s…
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 …
Supporting the Comprehension of Tabulated Data
The detection of pattern and co‐variation in tabulated data is expected in many areas of the curriculum. While students familiar with the convention may be able to do this, it is often at an incomplete and imprecise level. A study of some 11‐12 year‐old students' comprehension of tabulated data showed that requiring them to predict table entries tended to increase the completeness and precision of their later descriptions of the situation describ…
Relevance and science education
Multiple Human Figures in Western Papuan Gulf Art
Perspectives
Relevance and science education
Process in Lower School Science Textbooks
School science teaching is often criticised for being didactic and too centred on the products of science. A number of important bodies urge teachers to give more attention to science as a way of thinking and working. However, what they mean by process‐centred investigative approaches is often unclear. The content of a number of science texts claiming to support such an approach and intended for use in the lower secondary school was analysed to s…
Supporting the Comprehension of Tabulated Data
The detection of pattern and co‐variation in tabulated data is expected in many areas of the curriculum. While students familiar with the convention may be able to do this, it is often at an incomplete and imprecise level. A study of some 11‐12 year‐old students' comprehension of tabulated data showed that requiring them to predict table entries tended to increase the completeness and precision of their later descriptions of the situation describ…
Pictorial support for discourse comprehension
Discourse comprehension often involves the construction of a mental model of a situation and its updating as the discourse progresses. Theory suggests that a picture which depicts the initial physical situation in a story could help young children construct a functional mental model which they might maintain as the story progresses, thereby supporting comprehension. This was tested with young children, 4 to 6 years of age. The ability of those wh…
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 …
Do OFSTED Inspections of Secondary Schools Make a Difference to GCSE Results
The Office for Standards in Education (OFSTED) aims to improve school performance through inspection. A government indicator of a secondary school's performance in England and Wales is the students' success in examinations. The examination results of over 3000 OFSTED inspected secondary schools offering students for General Certificate of Secondary Education (GCSE) examination during the 1992 to 1997 inspection cycle were modelled statistically. …
Found coins as indicators of coins in circulation
Coin finds are used to inform discussion about coins in circulation and, hence, economic activity. This discussion often rests on the assumption that patterns in finds of accidentally lost coins mirror to a useful extent those of the coins in circulation at the time. Whenever possible, such assumptions should be tested. This study does this empirically with data from a known coinage. Conditional support was found for the assumption. There is also…
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 …
Thinking with Feeling
Are emotions good or bad for thinking and learning? Have you ever wondered why a good lesson of one year falls flat in another? Why do students behave the way they do? Teachers are expected to foster productive thought yet the neglect of emotion in the classroom, in favour of intellect, means teaching and learning is often not as effective as it might be. Thinking with Feeling explores what we mean by productive thought, its interrelationship wit…
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…
Psychology (11 works) · Mathematics education (9 works) · Pedagogy (8 works) · Science Education and Pedagogy (6 works) · Educational Strategies and Epistemologies (5 works) · Computer Science (4 works) · Linguistics (4 works) · Science education (4 works) · Sociology (4 works) · Education and Critical Thinking Development (3 works)