Mike Summers
Biographic Data
| ID | 6154466 |
|---|---|
| NAME | Mike Summers |
| GIVEN NAMES | Mike |
| FAMILY NAME | Summers |
| SIGNATURE | SUMMERS M |
| AFFILIATIONS | University of Oxford |
| VERIFIED | No |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 37 |
| WORKS AS AUTHOR | 8 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 1990 |
| LATEST PUBLICATION YEAR | 2005 |
| H-INDEX | 3 |
Education for sustainable development in initial teacher training
This article considers interdisciplinary approaches to education for sustainable development (ESD) in initial teacher training (ITT) partnerships in the light of recent national policy initiatives. In identifying challenges for interdisciplinary innovation, it brings to bear research evidence from three sources: questionnaires sent to ITT partnership schools; questionnaire surveys of geography and science graduate student teachers; and questionna…
Teaching Sustainable Development in Primary Schools
This is a qualitative study of the issues which arise for teachers when planning and teaching sustainable development in primary school classrooms. Nine primary teachers participated in a programme of professional development concerned with education for sustainable development, and subsequently planned and taught a topic with a sustainable development focus. The teachers were interviewed at the planning stage, just before teaching and after teac…
Primary School Teachers' Understanding of Environmental Issues
In the light of an increased emphasis on environmental education in revisions of the National Curriculum to be introduced in September 2000, this study used in-depth interviews to explore the understanding of a non-random sample of 12 practising primary school teachers in four areas: biodiversity, the carbon cycle, ozone and global warming. A methodological innovation in this research was the prior identification of basic scientific explanations …
A misconceived view of subject‐matter knowledge in primary science education
This is a rejection of the views expressed in the critique by Golby et al. (in this issue) of our article ‘Some primary‐school teachers’ understanding of the Earth's place in the universe’. Their critique is deeply flawed in that: (i) amongst key inaccuracies, it attributes to us a view of teaching and learning which we do not express and to which we have never subscribed; (ii) it misunderstands the role of subject knowledge in teaching; (iii) it…
A longitudinal study of a constructivist approach to improving primary school teachers' subject matter knowledge in science
Some primary‐school teachers’ understanding of the Earth's place in the universe
This article describes research into primary‐school teachers' understanding of a strand of the National Curriculum for science, namely 'The Earth's Place in the Universe'. An opportunity sample of 20 teachers varying widely in age, science background and teaching experience was interviewed in depth for about an hour. The interviews covered observations of the sky; explanations for day and night, the seasons, the phases of the moon; the position a…
An Investigation of Some English Primary School Teachers' Understanding of the Concepts Force and Gravity
In light of an increased role for conceptual understanding of science in English primary schools, the research reported here investigated the views of force and gravity held by 20 primary teachers, using the ‘interview about instances’ technique. Results are reported in sections dealing with definitions of force; gravity and weight; views of friction; combinations of forces and the concept of a resultant force; reaction forces; force and motion; …
Starting Teacher Training—new PGCE students and computers
This paper reports an investigation of students' experience of computers, and their feelings about computers, at the start of a one year secondary postgraduate teacher training course. The students' perceptions of their knowledge of computers and confidence when starting to learn how to use computers are also reported, along with their ratings of the importance of teachers knowing about computers. Gender differences in these areas are described, …
Education for sustainable development in initial teacher training
This article considers interdisciplinary approaches to education for sustainable development (ESD) in initial teacher training (ITT) partnerships in the light of recent national policy initiatives. In identifying challenges for interdisciplinary innovation, it brings to bear research evidence from three sources: questionnaires sent to ITT partnership schools; questionnaire surveys of geography and science graduate student teachers; and questionna…
Primary School Teachers' Understanding of Environmental Issues
In the light of an increased emphasis on environmental education in revisions of the National Curriculum to be introduced in September 2000, this study used in-depth interviews to explore the understanding of a non-random sample of 12 practising primary school teachers in four areas: biodiversity, the carbon cycle, ozone and global warming. A methodological innovation in this research was the prior identification of basic scientific explanations …
Teaching Sustainable Development in Primary Schools
This is a qualitative study of the issues which arise for teachers when planning and teaching sustainable development in primary school classrooms. Nine primary teachers participated in a programme of professional development concerned with education for sustainable development, and subsequently planned and taught a topic with a sustainable development focus. The teachers were interviewed at the planning stage, just before teaching and after teac…
A longitudinal study of a constructivist approach to improving primary school teachers' subject matter knowledge in science
An Investigation of Some English Primary School Teachers' Understanding of the Concepts Force and Gravity
In light of an increased role for conceptual understanding of science in English primary schools, the research reported here investigated the views of force and gravity held by 20 primary teachers, using the ‘interview about instances’ technique. Results are reported in sections dealing with definitions of force; gravity and weight; views of friction; combinations of forces and the concept of a resultant force; reaction forces; force and motion; …
A misconceived view of subject‐matter knowledge in primary science education
This is a rejection of the views expressed in the critique by Golby et al. (in this issue) of our article ‘Some primary‐school teachers’ understanding of the Earth's place in the universe’. Their critique is deeply flawed in that: (i) amongst key inaccuracies, it attributes to us a view of teaching and learning which we do not express and to which we have never subscribed; (ii) it misunderstands the role of subject knowledge in teaching; (iii) it…
Some primary‐school teachers’ understanding of the Earth's place in the universe
This article describes research into primary‐school teachers' understanding of a strand of the National Curriculum for science, namely 'The Earth's Place in the Universe'. An opportunity sample of 20 teachers varying widely in age, science background and teaching experience was interviewed in depth for about an hour. The interviews covered observations of the sky; explanations for day and night, the seasons, the phases of the moon; the position a…
Starting Teacher Training—new PGCE students and computers
This paper reports an investigation of students' experience of computers, and their feelings about computers, at the start of a one year secondary postgraduate teacher training course. The students' perceptions of their knowledge of computers and confidence when starting to learn how to use computers are also reported, along with their ratings of the importance of teachers knowing about computers. Gender differences in these areas are described, …
An Investigation of Some English Primary School Teachers' Understanding of the Concepts Force and Gravity
In light of an increased role for conceptual understanding of science in English primary schools, the research reported here investigated the views of force and gravity held by 20 primary teachers, using the ‘interview about instances’ technique. Results are reported in sections dealing with definitions of force; gravity and weight; views of friction; combinations of forces and the concept of a resultant force; reaction forces; force and motion; …
Starting Teacher Training—new PGCE students and computers
This paper reports an investigation of students' experience of computers, and their feelings about computers, at the start of a one year secondary postgraduate teacher training course. The students' perceptions of their knowledge of computers and confidence when starting to learn how to use computers are also reported, along with their ratings of the importance of teachers knowing about computers. Gender differences in these areas are described, …
Some primary‐school teachers’ understanding of the Earth's place in the universe
This article describes research into primary‐school teachers' understanding of a strand of the National Curriculum for science, namely 'The Earth's Place in the Universe'. An opportunity sample of 20 teachers varying widely in age, science background and teaching experience was interviewed in depth for about an hour. The interviews covered observations of the sky; explanations for day and night, the seasons, the phases of the moon; the position a…
A longitudinal study of a constructivist approach to improving primary school teachers' subject matter knowledge in science
A misconceived view of subject‐matter knowledge in primary science education
This is a rejection of the views expressed in the critique by Golby et al. (in this issue) of our article ‘Some primary‐school teachers’ understanding of the Earth's place in the universe’. Their critique is deeply flawed in that: (i) amongst key inaccuracies, it attributes to us a view of teaching and learning which we do not express and to which we have never subscribed; (ii) it misunderstands the role of subject knowledge in teaching; (iii) it…
Primary School Teachers' Understanding of Environmental Issues
In the light of an increased emphasis on environmental education in revisions of the National Curriculum to be introduced in September 2000, this study used in-depth interviews to explore the understanding of a non-random sample of 12 practising primary school teachers in four areas: biodiversity, the carbon cycle, ozone and global warming. A methodological innovation in this research was the prior identification of basic scientific explanations …
Teaching Sustainable Development in Primary Schools
This is a qualitative study of the issues which arise for teachers when planning and teaching sustainable development in primary school classrooms. Nine primary teachers participated in a programme of professional development concerned with education for sustainable development, and subsequently planned and taught a topic with a sustainable development focus. The teachers were interviewed at the planning stage, just before teaching and after teac…
Education for sustainable development in initial teacher training
This article considers interdisciplinary approaches to education for sustainable development (ESD) in initial teacher training (ITT) partnerships in the light of recent national policy initiatives. In identifying challenges for interdisciplinary innovation, it brings to bear research evidence from three sources: questionnaires sent to ITT partnership schools; questionnaire surveys of geography and science graduate student teachers; and questionna…
Pedagogy (8 works) · Psychology (8 works) · Mathematics education (6 works) · Sociology (5 works) · Curriculum (4 works) · Science Education and Pedagogy (4 works) · Animal and Plant Science Education (3 works) · Educational Strategies and Epistemologies (3 works) · Environmental education (3 works) · Environmental Education and Sustainability (3 works)