Martin Braund
Biographic Data
| ID | 4150330 |
|---|---|
| NAME | Martin Braund |
| GIVEN NAMES | Martin |
| FAMILY NAME | Braund |
| SIGNATURE | BRAUND M |
| AFFILIATIONS | University of York |
| ORCID | 0000-0002-1943-0698 |
| VERIFIED | Yes |
| TOTAL WORKS | 9 |
| TOTAL CITATIONS | 4 |
| AUTHOR COUNT | 9 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2006 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
The ‘Great Divide’ Crossed? Arts-Based Pedagogy and Environmental Education
Decolonising Our Teaching by Embracing Drama Pedagogy and Theatre in Education in Higher Education Classes
The pedagogy that characterises higher education classes tends to align predominantly to a banking approach to teaching, where the lecturer is central to the teaching process while the students are passive recipients of the knowledge with limited opportunities for critical engagement and reflection on the content presented to the class. The outcome of this approach to teaching and learning is the development of a passive citizenry with limited cr…
Critical STEM Literacy and the Covid-19 Pandemic
The COVID-19 pandemic has resulted in unprecedented amounts of information communicated to the public relating to STEM. The pandemic can be seen as a 'wicked problem' defined by high complexity, uncertainty and contested social values requiring a transdisciplinary approach formulating social policy. This article argues that a 'Critical STEM Literacy' is required to engage sufficiently with STEM knowledge and how science operates and informs perso…
The ‘Great Divide’: How the Arts Contribute to Science and Science Education
In recent years, there has been a rapid growth in interest about the relationship between the arts and the sciences. This article explores this developing relationship and the suggestion that science and science learning are not complete without the arts. We see three levels at which the arts might improve the teaching and learning of science. The first is at a macro-level, concerned with ways in which subjects (including the arts and sciences) a…
Drama and learning science: An empty space
Constructivist teaching methods such as using drama have been promoted as productive ways of learning, especially in science. Specifically, role plays, using given roles or simulated and improvised enactments, are claimed to improve learning of concepts, understanding the nature of science and appreciation of science's relationship with society (Ødegaard 2001, Unpublished Dr. scient., Dissertation, University of Oslo). So far, theorisation of dra…
First steps in teaching argumentation: A South African study
South African teachers’ ability to argue: The emergence of inclusive argumentation
Bridging work’ and its role in improving progression and continuity: An example from science education
Science in English primary schools has been judged a success, yet few pupils make the progress in secondary schools that their performance at the end of primary school suggested. Projects where pupils start science work at the end of the primary school and complete it at the start of secondary school—known as bridging units—have been suggested as one solution. This article reports an evaluation of bridging work in science in the north‐east of Eng…
Towards a More Authentic Science Curriculum: The contribution of out‐of‐school learning
In many developed countries of the world, pupil attitudes to school science decline progressively across the age range of secondary schooling while fewer students are choosing to study science at higher levels and as a career. Responses to these developments have included proposals to reform the curriculum, pedagogy, and the nature of pupil discussion in science lessons. We support such changes but argue that far greater use needs to be made of o…
The ‘Great Divide’ Crossed? Arts-Based Pedagogy and Environmental Education
First steps in teaching argumentation: A South African study
Bridging work’ and its role in improving progression and continuity: An example from science education
Science in English primary schools has been judged a success, yet few pupils make the progress in secondary schools that their performance at the end of primary school suggested. Projects where pupils start science work at the end of the primary school and complete it at the start of secondary school—known as bridging units—have been suggested as one solution. This article reports an evaluation of bridging work in science in the north‐east of Eng…
Towards a More Authentic Science Curriculum: The contribution of out‐of‐school learning
In many developed countries of the world, pupil attitudes to school science decline progressively across the age range of secondary schooling while fewer students are choosing to study science at higher levels and as a career. Responses to these developments have included proposals to reform the curriculum, pedagogy, and the nature of pupil discussion in science lessons. We support such changes but argue that far greater use needs to be made of o…
South African teachers’ ability to argue: The emergence of inclusive argumentation
Bridging work’ and its role in improving progression and continuity: An example from science education
Science in English primary schools has been judged a success, yet few pupils make the progress in secondary schools that their performance at the end of primary school suggested. Projects where pupils start science work at the end of the primary school and complete it at the start of secondary school—known as bridging units—have been suggested as one solution. This article reports an evaluation of bridging work in science in the north‐east of Eng…
First steps in teaching argumentation: A South African study
Drama and learning science: An empty space
Constructivist teaching methods such as using drama have been promoted as productive ways of learning, especially in science. Specifically, role plays, using given roles or simulated and improvised enactments, are claimed to improve learning of concepts, understanding the nature of science and appreciation of science's relationship with society (Ødegaard 2001, Unpublished Dr. scient., Dissertation, University of Oslo). So far, theorisation of dra…
The ‘Great Divide’: How the Arts Contribute to Science and Science Education
In recent years, there has been a rapid growth in interest about the relationship between the arts and the sciences. This article explores this developing relationship and the suggestion that science and science learning are not complete without the arts. We see three levels at which the arts might improve the teaching and learning of science. The first is at a macro-level, concerned with ways in which subjects (including the arts and sciences) a…
Critical STEM Literacy and the Covid-19 Pandemic
The COVID-19 pandemic has resulted in unprecedented amounts of information communicated to the public relating to STEM. The pandemic can be seen as a 'wicked problem' defined by high complexity, uncertainty and contested social values requiring a transdisciplinary approach formulating social policy. This article argues that a 'Critical STEM Literacy' is required to engage sufficiently with STEM knowledge and how science operates and informs perso…
The ‘Great Divide’ Crossed? Arts-Based Pedagogy and Environmental Education
Decolonising Our Teaching by Embracing Drama Pedagogy and Theatre in Education in Higher Education Classes
The pedagogy that characterises higher education classes tends to align predominantly to a banking approach to teaching, where the lecturer is central to the teaching process while the students are passive recipients of the knowledge with limited opportunities for critical engagement and reflection on the content presented to the class. The outcome of this approach to teaching and learning is the development of a passive citizenry with limited cr…
Mathematics education (6 works) · Pedagogy (6 works) · Psychology (6 works) · Science education (5 works) · Sociology (5 works) · Education and Critical Thinking Development (4 works) · Epistemology (3 works) · Innovative Teaching and Learning Methods (3 works) · Political science (3 works) · Science Education and Pedagogy (3 works)