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All Outputs (8)

The development of chemical language usage by “non-traditional” students: the interlanguage analogy (2018)
Journal Article
Rees, S., Kind, V., & Newton, D. (2018). The development of chemical language usage by “non-traditional” students: the interlanguage analogy. Research in Science Education, 51(2), 419-438. https://doi.org/10.1007/s11165-018-9801-0

Students commonly find specialist scientific language problematic. This study investigated developments in chemical language usage by six non-traditional students over the course of 1 to 4 years. The students participated in semi-structured interview... Read More about The development of chemical language usage by “non-traditional” students: the interlanguage analogy.

Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education (2018)
Journal Article
Rees, S., Kind, V., & Newton, D. (2019). Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education. Israel Journal of Chemistry, 59(6-7), 470-477. https://doi.org/10.1002/ijch.201800079

The specific yet varied challenges chemical language presents to students learning the subject are widely recognised. However, to effectively engage a student population becoming increasingly diverse in terms of culture, language and prior knowledge... Read More about Meeting the Challenge of Chemical Language Barriers in University Level Chemistry Education.

Profiles of Creativity (2018)
Journal Article
Newton, D. (2018). Profiles of Creativity. International journal for talent development and creativity, 6(1-2), 211-220

A study of children’s classroom questions in relation to elementary science teaching (2018)
Journal Article
Newton, D., Newton, L., & Abrams, P. (2018). A study of children’s classroom questions in relation to elementary science teaching. International journal for talent development and creativity, 6(1-2), 39-50

Scientific enquiry is a creative process, commonly beginning with a question or problem, then generating a tentative answer or solution, and testing it. In the classroom, the question, perhaps in the form of a problem, is generally given, ready-made,... Read More about A study of children’s classroom questions in relation to elementary science teaching.

Teachers’ pedagogies and strategies of engagement (2018)
Journal Article
Davies, L., Newton, D., & Newton, L. (2018). Teachers’ pedagogies and strategies of engagement. International journal for talent development and creativity, 6(1-2), 169-180

Engagement of students in their learning is a positive approach to enhance their educational experience. Engagement is, however, a broad term with a variety of meanings. When attempting to engage students in order to raise their academic attainment i... Read More about Teachers’ pedagogies and strategies of engagement.

Can language focussed activities improve understanding of chemical language in non-traditional students? (2018)
Journal Article
Rees, S., Kind, V., & Newton, D. (2018). Can language focussed activities improve understanding of chemical language in non-traditional students?. Chemistry education research and practice, 19(3), 755-766. https://doi.org/10.1039/c8rp00070k

Students commonly find the language of chemistry challenging and a barrier to developing understanding. This study investigated developments in chemical language understanding by a group of non-traditional students over the duration of a one year pre... Read More about Can language focussed activities improve understanding of chemical language in non-traditional students?.