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Professor Lynn Newton's Outputs (72)

Teachers' Questions: can they support understanding and higher-level thinking? (2013)
Journal Article
Newton, L. (2013). Teachers' Questions: can they support understanding and higher-level thinking?

The potential of questioning to support learning is widely recognised. When teachers ask questions the assumption is that they (the questions) do something useful and, what is more, the more questions asked, the more good they do. Perhaps this is why... Read More about Teachers' Questions: can they support understanding and higher-level thinking?.

Creativity in English. (2012)
Book Chapter
Newton, L., & Waugh, D. (2012). Creativity in English. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11 (19-35). Routledge

Creativity in Art and Music. (2012)
Book Chapter
Newton, D., Donkin, H., Kokotsaki, D., & Newton, L. (2012). Creativity in Art and Music. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11 (62-79). Routledge

Introduction (2012)
Book Chapter
Newton, L. (2012). Introduction. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11. Routledge

Teaching for Creative Learning. (2012)
Book Chapter
Newton, L. (2012). Teaching for Creative Learning. In L. Newton (Ed.), Creativity for a New Curriculum: 5-11 (131-139). Routledge

Engaging science: pre-service primary school teachers' notions of engaging science lessons (2011)
Journal Article
Newton, D., & Newton, L. (2011). Engaging science: pre-service primary school teachers' notions of engaging science lessons. International Journal of Science and Mathematics Education, 9(2), 327-345. https://doi.org/10.1007/s10763-010-9244-1

If children are engaged in science lessons, their learning is likely to be better and, in the long term, careers in science and technology will remain open. Given that attitudes can develop early and be difficult to change, it is important for teache... Read More about Engaging science: pre-service primary school teachers' notions of engaging science lessons.

Creative Thinking and Teaching for Creativity in Elementary School Science (2010)
Journal Article
Newton, L., & Newton, D. (2010). Creative Thinking and Teaching for Creativity in Elementary School Science. Gifted and Talented International, 25(2), 111-124

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... Read More about Creative Thinking and Teaching for Creativity in Elementary School Science.

What teachers see as creative incidents in elementary science lessons (2010)
Journal Article
Newton, D., & Newton, L. (2010). What teachers see as creative incidents in elementary science lessons. International Journal of Science Education, 32(15), 1989-2005. https://doi.org/10.1080/09500690903233249

Teachers are often urged to nurture creativity but their conceptions of creativity in specific school subjects may have limitations which weaken their attempts to do so. Primary school teachers in England were asked to rate lesson activities accordin... Read More about What teachers see as creative incidents in elementary science lessons.

Creativity in Science and Science Education: A response to Ghassib (2010)
Journal Article
Newton, L. (2010). Creativity in Science and Science Education: A response to Ghassib. Gifted and Talented International, 25(1), 105-109

Ghassib's (2010) paper is an interesting historical and philosophical discussion on the topic of knowledge production and a productivist industrial model in science. As I see it from the point of view of education, a weakness of the paper relates to... Read More about Creativity in Science and Science Education: A response to Ghassib.

Conceptions of Creativity in Elementary School Science. (2009)
Presentation / Conference Contribution
Newton, L., & Newton, D. (2009, December). Conceptions of Creativity in Elementary School Science. Presented at Excellence in Educatin 2008: Future Minds and Creativity., Paris

Creativity is generally seen as something good but it is commonly viewed as something which happens in the arts rather than in the sciences. This study of trainee teachers identified their conceptions of creativity in the context of elementary school... Read More about Conceptions of Creativity in Elementary School Science..

A problem based learning approach to developing lesson planning skills in primary science (2009)
Report
Newton, L., & Newton, D. (2009). A problem based learning approach to developing lesson planning skills in primary science. [No known commissioning body]

A case study charting the experiences of trainees on a primary PGCE programme in science, including the ways in which the provider tailored provision with a problem based learning approach to give trainees the skills they need to plan effective scien... Read More about A problem based learning approach to developing lesson planning skills in primary science.

Some student teachers' conceptions of creativity in school science (2009)
Journal Article
Newton, D., & Newton, L. (2009). Some student teachers' conceptions of creativity in school science. Research in Science and Technological Education, 27(1), 45-60. https://doi.org/10.1080/02635140802658842

Creativity is generally considered to be something to encourage in young children. It is, however, popularly associated more with the arts than with the sciences. This study used phenomenographic analysis to identify some primary school student teach... Read More about Some student teachers' conceptions of creativity in school science.

Improving Primary Science Teaching (2009)
Book Chapter
Newton, L. (2009). Improving Primary Science Teaching. In M. Wenham, & P. Ovens (Eds.), Understanding primary science : science knowledge for teaching (xiii-xvii). (3rd ed.). SAGE Publications

Knowledge development at the time of use: a problem-based approach to lesson planning in primary teacher training in a low knowledge, low skill context (2009)
Journal Article
Newton, D., & Newton, L. (2009). Knowledge development at the time of use: a problem-based approach to lesson planning in primary teacher training in a low knowledge, low skill context. Educational Studies, 35(3), 311-321. https://doi.org/10.1080/03055690802648119

Primary school teachers generally have to teach several subjects. Their training, however, is often fairly short and it is tempting to force-feed them with everything they need to know to teach these subjects. It is more realistic to accept that a sh... Read More about Knowledge development at the time of use: a problem-based approach to lesson planning in primary teacher training in a low knowledge, low skill context.