Robin Millar
Biographic Data
| ID | 4611194 |
|---|---|
| NAME | Robin Millar |
| GIVEN NAMES | Robin |
| FAMILY NAME | Millar |
| SIGNATURE | MILLAR R |
| AFFILIATIONS | University of York |
| ORCID | 0000-0003-4550-4539 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 6 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1981 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 1 |
From vision to enactment
From broad principles to content-specific decisions
Practical work is widely seen as an integral part of school science. Research and teacher guidance have tended to consider practical work in science, rather than in individual science subjects or topics. This study used a questionnaire of selected- and open-response items to probe the views and reasoning of a sample of 43 pre-service teachers in England about the considerations that influence their use of practical work. Responses indicated a str…
Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science
Many within the science education community and beyond see practical work carried out by students as an essential feature of science education. Questions have, however, been raised by some science educators about its effectiveness as a teaching and learning strategy. This study explored the effectiveness of practical work by analysing a sample of 25 ‘typical’ science lessons involving practical work in English secondary schools. Data took the for…
Evidence‐based practice in science education
One aim of the Evidence‐based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in science education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus‐group study of views of practitioners on the research–practice interface. The sample included primary and secondary science teachers (including …
What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community
Recent arguments in science education have proposed that school science should pay more attention to teaching the nature of science and its social practices. However, unlike the content of science, for which there is well‐established consensus, there would appear to be much less unanimity within the academic community about which “ideas‐about‐science” are essential elements that should be included in the contemporary school science curriculum. He…
School students' understanding of key ideas about radioactivity and ionizing radiation
This paper looks in detail at the understanding of school students in the UK of fundamental ideas about radioactivity and ionizing radiation. An adequate grasp of basic ideas in this area of science would be widely seen as an essential element of functional `scientific literacy'. A written diagnostic test was developed and administered to a representative sample of 16 year old students ( n = 144). Analysis of their responses corroborates the resu…
Investigating in the school science laboratory
The Procedural and Conceptual Knowledge in Science (PACKS) Project is concerned with children's ability to carry out investigation tasks in school science, and with the understandings which inform their actions. The project observed groups of children at three age points between 9 and 14 years, carrying out one of seven investigation tasks, and collected data from informal and semiformal interviews and written and oral diagnostic probes. This pap…
Science Curriculum and Social Control
(1981). Science Curriculum and Social Control: a comparison of some recent science curriculum proposals in the United Kingdom and the Federal Republic of Germany. Comparative Education: Vol. 17, No. 1, pp. 23-46
Evidence‐based practice in science education
One aim of the Evidence‐based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in science education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus‐group study of views of practitioners on the research–practice interface. The sample included primary and secondary science teachers (including …
From vision to enactment
Investigating in the school science laboratory
The Procedural and Conceptual Knowledge in Science (PACKS) Project is concerned with children's ability to carry out investigation tasks in school science, and with the understandings which inform their actions. The project observed groups of children at three age points between 9 and 14 years, carrying out one of seven investigation tasks, and collected data from informal and semiformal interviews and written and oral diagnostic probes. This pap…
Science Curriculum and Social Control
(1981). Science Curriculum and Social Control: a comparison of some recent science curriculum proposals in the United Kingdom and the Federal Republic of Germany. Comparative Education: Vol. 17, No. 1, pp. 23-46
Science Curriculum and Social Control
(1981). Science Curriculum and Social Control: a comparison of some recent science curriculum proposals in the United Kingdom and the Federal Republic of Germany. Comparative Education: Vol. 17, No. 1, pp. 23-46
School students' understanding of key ideas about radioactivity and ionizing radiation
This paper looks in detail at the understanding of school students in the UK of fundamental ideas about radioactivity and ionizing radiation. An adequate grasp of basic ideas in this area of science would be widely seen as an essential element of functional `scientific literacy'. A written diagnostic test was developed and administered to a representative sample of 16 year old students ( n = 144). Analysis of their responses corroborates the resu…
Investigating in the school science laboratory
The Procedural and Conceptual Knowledge in Science (PACKS) Project is concerned with children's ability to carry out investigation tasks in school science, and with the understandings which inform their actions. The project observed groups of children at three age points between 9 and 14 years, carrying out one of seven investigation tasks, and collected data from informal and semiformal interviews and written and oral diagnostic probes. This pap…
What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community
Recent arguments in science education have proposed that school science should pay more attention to teaching the nature of science and its social practices. However, unlike the content of science, for which there is well‐established consensus, there would appear to be much less unanimity within the academic community about which “ideas‐about‐science” are essential elements that should be included in the contemporary school science curriculum. He…
Evidence‐based practice in science education
One aim of the Evidence‐based Practice in Science Education (EPSE) Network was to obtain a better understanding of the extent to which practitioners in science education recognise and make use of research findings in the course of their normal practice. The aim was realised through an interview and focus‐group study of views of practitioners on the research–practice interface. The sample included primary and secondary science teachers (including …
Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science
Many within the science education community and beyond see practical work carried out by students as an essential feature of science education. Questions have, however, been raised by some science educators about its effectiveness as a teaching and learning strategy. This study explored the effectiveness of practical work by analysing a sample of 25 ‘typical’ science lessons involving practical work in English secondary schools. Data took the for…
From broad principles to content-specific decisions
Practical work is widely seen as an integral part of school science. Research and teacher guidance have tended to consider practical work in science, rather than in individual science subjects or topics. This study used a questionnaire of selected- and open-response items to probe the views and reasoning of a sample of 43 pre-service teachers in England about the considerations that influence their use of practical work. Responses indicated a str…
From vision to enactment
Science education (8 works) · Psychology (7 works) · Mathematics education (6 works) · Science Education and Pedagogy (6 works) · Computer Science (5 works) · Educational Strategies and Epistemologies (4 works) · Engineering (4 works) · Pedagogy (4 works) · Curriculum (3 works) · Animal and Plant Science Education (2 works)