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Dan Davies

Bath Spa University, School of Education, Faculty Member

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Dan Davies is Head of Applied Research and Consultancy in the School of Education. He supports staff research within the school and co-ordinates the school higher degrees programme (PhD). He teaches primary science education within PGCE programmes, together with learning theory, research methodology, and African education on undergraduate and postgraduate programmes within the School of Education. Before arriving at BSUC in 1998, he lectured in primary science education at Goldsmiths College London, was regional education officer for the Design Council and taught in South London primary schools since 1986.

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National & Kapodistrian University of Athens

Jennifer Neakrase

Krystallia Halkia

National & Kapodistrian University of Athens

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University of Copenhagen

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Books by Dan Davies

Primary Design and Technology for the Future: creativity, culture and citizenship

Teaching Science and Design and Technology in the Early Years

The Primary Science and Technology Encyclopaedia

Science 5-11: a guide for teachers (2nd edition)

Teaching Science Creatively

Papers by Dan Davies

DIGITAL PORTFOLIO ASSESSMENT OF SECONDARY STUDENTS'

CONTEMPORARY SCIENCE EDUCATION …

Modelling Dialogic Teaching in Primary Science Teacher Education - ASE BERA Science SIG conference 2008

bathspa.ac.uk

The analysis of classroom talk in science in terms of 'interactive -non-interactive' and 'dialogi... more The analysis of classroom talk in science in terms of 'interactive -non-interactive' and 'dialogic -authoritative' axes (Mortimer and Scott 2003) has provided the framework for analysing video recordings of primary science teacher education workshops at Bath Spa University, and subsequent change in practice to better model dialogic approaches for preservice teachers. Although unused to analysing our own practice in this way we found aspects of Mortimer and Scott's framework useful for examining how we invite participants' contributions to discussion and the ways in which we shift communicative approach to suit different teaching purposes, leading us to identify specific aspects of our practice for further development.

" Ground control to moonbase": communications technology in primary D&T

Digital Portfolio Assessment of Secondary Students' Scientific Enquiry Skills: the e-scape project

DATA Annual International Research Conference 2004-Paper Extracts

Journal of Design & …, Jan 1, 2009

This paper compared the relationship between creativity, achievement and learning style preferenc... more This paper compared the relationship between creativity, achievement and learning style preference in the context of design and technology activity for two contrasting sets of learners. Data was collected from fifty-four students studying on an Initial Teacher Training Design and Technology degree and fifty pupils studying for their GCSE Design and Technology examination.

HEARTS - the Bath Spa Experience

bathspa.ac.uk

Education students in Zambiacomparative education in action

This paper reports on a study visit for undergraduate education studies students from Bath Spa Un... more This paper reports on a study visit for undergraduate education studies students from Bath Spa University to Mufulira, Zambia, established in 2005. They were self-funding and participating in a second year undergraduate module entitled 'Education in Africa' which examines generic educational and development issues through case studies in different African countries. The visit builds on a link with Mufulira College of Education and affords students the opportunity to work within different primary school contexts for a period of three weeks. The paper argues that this visit represents an exercise in first-hand comparative education study, since their assignments reveal that students have reflected in some depth on the cultural contexts within which their classroom observations have been made. The discussion reflects upon the impacts of the visit and issues raised by it. Educationalfutures Davies Vol. 1(2) December 2008 Education students in Zambia e-journal of the British Education Studies Association 76

Teacher preparation and the national primary science curriculum: a twentieth-anniversary perspective

Research Papers in …, Jan 1, 2009

In 1989, the progressive introduction of a National Curriculum of subjects to all maintained scho... more

Enhancing the role of the arts in primary pre-service teacher education

Teaching and Teacher Education, Jan 1, 2010

This research sought to explore the impact upon pre-service teachers' orientations towards the ar... more This research sought to explore the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. There is evidence from a range of data collected before, during and after the week that it had helped to strengthen participants' self-image as artistic individuals who recognise the value of the arts in children's education and have enhanced confidence in working with different professionals to teach the arts in a crossdisciplinary way. Within a climate of compliance, this study suggests that pre-service teachers require such experiences to overcome their fear of curriculum innovation.

What's changed? Issues of impact and evaluation in primary science professional development

Professional Development in Education, Jan 1, 2010

This article reports on issues arising from the external evaluation of a teacher development proj... more This article reports on issues arising from the external evaluation of a teacher development project -the Active Learning in Primary Science (ALPS) project -undertaken in eight Bristol (UK) primary schools during 2007. The ALPS project aimed to raise pupil attainment in science by developing participating teachers' skills, knowledge and enthusiasm through a programme of centre-based CPD, classroom workshops, in-school consultancy and visits to a hands-on science centre. The evaluation used a combination of documentary evidence, pupil performance data, teacher interviews and observations to gain a view of the strengths, weaknesses and impact of the programme. This raised questions concerning the timing of such evaluation studies, the tensions between the agendas of the various stakeholders and the validity of any short-term apparent gains in pupil performance or teacher attitude. The article problematises the current UK government emphasis on 'measuring impact' from CPD activity.

Evaluating NESTA's Support for Science Learning

Evaluation & Research in Education, Jan 1, 2007

ABSTRACT This paper reports on a commissioned research project to evaluate the impact of support ... more ABSTRACT This paper reports on a commissioned research project to evaluate the impact of support (mainly funding) given by the UK Government&#39;s National Endowment for Science, Technology and the Arts (NESTA) to various projects under the general heading of ‘science learning’ over a four-year period (2000–2004). Findings emerging from the study indicate that NESTA is an imaginative and risk-taking project funder, supporting innovative approaches to science education, typically involving special events or producing web-based resources or other e-learning outcomes, characteristically with strong environmental, technological or creative themes. However, the article also reports on methodological and theoretical issues emerging from a medium-scale, largely retrospective evaluation, such as the pros and cons of a ‘multi-method’ approach (Saxe &amp; Fine, 1979; Bennet, 2003); the need to construct a methodology that would be acceptable to the commissioning body, and the extent to which findings can be set within ‘theories of change’ frameworks proposed by Fullan (2001) and Harlen and Kinder (1997).

Design and technology: two cultures or unitary concept?

Journal of Design & Technology Education, Jan 1, 2009

Trainee primary teachers and creativity in the curriculum

Creativity and Innovation-Design and …, Jan 1, 2004

This paper draws upon preliminary findings from research undertaken as part of the 'Creative... more This paper draws upon preliminary findings from research undertaken as part of the 'Creative Teachers for Creative Learners' project, funded by a Research and Development Award from the Teacher Training Agency. The project aims to support the development of primary trainees teachers' understanding of - and teaching for - children's creativity in science and other curriculum areas by producing an interactive bank of teaching and learning materials set within a Virtual Learning Environment (VLE). As an initial stage in the development of these materials, the project team has been exploring trainees' current understandings and perceptions of creativity, both as a personal attribute and as fostered by the primary curriculum in England. This paper will focus upon two sets of data generated as part of this process and the extent to which Harrington's (1990) 'creative ecosystem' is a useful theoretical and evaluative framework for trainee teachers. At Bath Spa University College, primary PGCE trainees have been set a directed task in schools during which they select lessons from two curriculum areas to observe - one which they expect to offer scope for creativity and another which they judge to lack creative potential. They have evaluated the support offered for children's creativity in each subject area using the framework drawn from Harrington (1990) and have frequently found their preconceptions challenged. A group of primary headteachers and deputy heads from schools in Wiltshire have also been surveyed on their views of recently qualified teachers' understanding of teaching for creativity. Finally, the paper reports on progress to date in constructing the above mentioned VLE - the Creative Primary School'.

4 Developing subject knowledge

Study to teach: a guide to studying in …, Jan 1, 2000

4 Developing subject knowledge Barbara Allebone and Dan Davies Introduction What qualities, skill... more

Knowledge and science education

Education Studies: A Student's Guide, Jan 1, 2004

Primary Design and Technology for the Future: creativity, culture and citizenship

Teaching Science and Design and Technology in the Early Years

The Primary Science and Technology Encyclopaedia

Science 5-11: a guide for teachers (2nd edition)

Teaching Science Creatively

DIGITAL PORTFOLIO ASSESSMENT OF SECONDARY STUDENTS'

CONTEMPORARY SCIENCE EDUCATION …

Modelling Dialogic Teaching in Primary Science Teacher Education - ASE BERA Science SIG conference 2008

bathspa.ac.uk

The analysis of classroom talk in science in terms of 'interactive -non-interactive' and 'dialogi... more The analysis of classroom talk in science in terms of 'interactive -non-interactive' and 'dialogic -authoritative' axes (Mortimer and Scott 2003) has provided the framework for analysing video recordings of primary science teacher education workshops at Bath Spa University, and subsequent change in practice to better model dialogic approaches for preservice teachers. Although unused to analysing our own practice in this way we found aspects of Mortimer and Scott's framework useful for examining how we invite participants' contributions to discussion and the ways in which we shift communicative approach to suit different teaching purposes, leading us to identify specific aspects of our practice for further development.

" Ground control to moonbase": communications technology in primary D&T

Digital Portfolio Assessment of Secondary Students' Scientific Enquiry Skills: the e-scape project

DATA Annual International Research Conference 2004-Paper Extracts

Journal of Design & …, Jan 1, 2009

This paper compared the relationship between creativity, achievement and learning style preferenc... more This paper compared the relationship between creativity, achievement and learning style preference in the context of design and technology activity for two contrasting sets of learners. Data was collected from fifty-four students studying on an Initial Teacher Training Design and Technology degree and fifty pupils studying for their GCSE Design and Technology examination.

HEARTS - the Bath Spa Experience

bathspa.ac.uk

Education students in Zambiacomparative education in action

This paper reports on a study visit for undergraduate education studies students from Bath Spa Un... more This paper reports on a study visit for undergraduate education studies students from Bath Spa University to Mufulira, Zambia, established in 2005. They were self-funding and participating in a second year undergraduate module entitled 'Education in Africa' which examines generic educational and development issues through case studies in different African countries. The visit builds on a link with Mufulira College of Education and affords students the opportunity to work within different primary school contexts for a period of three weeks. The paper argues that this visit represents an exercise in first-hand comparative education study, since their assignments reveal that students have reflected in some depth on the cultural contexts within which their classroom observations have been made. The discussion reflects upon the impacts of the visit and issues raised by it. Educationalfutures Davies Vol. 1(2) December 2008 Education students in Zambia e-journal of the British Education Studies Association 76

Teacher preparation and the national primary science curriculum: a twentieth-anniversary perspective

Research Papers in …, Jan 1, 2009

In 1989, the progressive introduction of a National Curriculum of subjects to all maintained scho... more

Enhancing the role of the arts in primary pre-service teacher education

Teaching and Teacher Education, Jan 1, 2010

This research sought to explore the impact upon pre-service teachers' orientations towards the ar... more This research sought to explore the impact upon pre-service teachers' orientations towards the arts of a performing arts week within a one-year postgraduate teacher education programme. There is evidence from a range of data collected before, during and after the week that it had helped to strengthen participants' self-image as artistic individuals who recognise the value of the arts in children's education and have enhanced confidence in working with different professionals to teach the arts in a crossdisciplinary way. Within a climate of compliance, this study suggests that pre-service teachers require such experiences to overcome their fear of curriculum innovation.

What's changed? Issues of impact and evaluation in primary science professional development

Professional Development in Education, Jan 1, 2010

This article reports on issues arising from the external evaluation of a teacher development proj... more This article reports on issues arising from the external evaluation of a teacher development project -the Active Learning in Primary Science (ALPS) project -undertaken in eight Bristol (UK) primary schools during 2007. The ALPS project aimed to raise pupil attainment in science by developing participating teachers' skills, knowledge and enthusiasm through a programme of centre-based CPD, classroom workshops, in-school consultancy and visits to a hands-on science centre. The evaluation used a combination of documentary evidence, pupil performance data, teacher interviews and observations to gain a view of the strengths, weaknesses and impact of the programme. This raised questions concerning the timing of such evaluation studies, the tensions between the agendas of the various stakeholders and the validity of any short-term apparent gains in pupil performance or teacher attitude. The article problematises the current UK government emphasis on 'measuring impact' from CPD activity.

Evaluating NESTA's Support for Science Learning

Evaluation & Research in Education, Jan 1, 2007

ABSTRACT This paper reports on a commissioned research project to evaluate the impact of support ... more ABSTRACT This paper reports on a commissioned research project to evaluate the impact of support (mainly funding) given by the UK Government&#39;s National Endowment for Science, Technology and the Arts (NESTA) to various projects under the general heading of ‘science learning’ over a four-year period (2000–2004). Findings emerging from the study indicate that NESTA is an imaginative and risk-taking project funder, supporting innovative approaches to science education, typically involving special events or producing web-based resources or other e-learning outcomes, characteristically with strong environmental, technological or creative themes. However, the article also reports on methodological and theoretical issues emerging from a medium-scale, largely retrospective evaluation, such as the pros and cons of a ‘multi-method’ approach (Saxe &amp; Fine, 1979; Bennet, 2003); the need to construct a methodology that would be acceptable to the commissioning body, and the extent to which findings can be set within ‘theories of change’ frameworks proposed by Fullan (2001) and Harlen and Kinder (1997).

Design and technology: two cultures or unitary concept?

Journal of Design & Technology Education, Jan 1, 2009

Trainee primary teachers and creativity in the curriculum

Creativity and Innovation-Design and …, Jan 1, 2004

This paper draws upon preliminary findings from research undertaken as part of the 'Creative... more This paper draws upon preliminary findings from research undertaken as part of the 'Creative Teachers for Creative Learners' project, funded by a Research and Development Award from the Teacher Training Agency. The project aims to support the development of primary trainees teachers' understanding of - and teaching for - children's creativity in science and other curriculum areas by producing an interactive bank of teaching and learning materials set within a Virtual Learning Environment (VLE). As an initial stage in the development of these materials, the project team has been exploring trainees' current understandings and perceptions of creativity, both as a personal attribute and as fostered by the primary curriculum in England. This paper will focus upon two sets of data generated as part of this process and the extent to which Harrington's (1990) 'creative ecosystem' is a useful theoretical and evaluative framework for trainee teachers. At Bath Spa University College, primary PGCE trainees have been set a directed task in schools during which they select lessons from two curriculum areas to observe - one which they expect to offer scope for creativity and another which they judge to lack creative potential. They have evaluated the support offered for children's creativity in each subject area using the framework drawn from Harrington (1990) and have frequently found their preconceptions challenged. A group of primary headteachers and deputy heads from schools in Wiltshire have also been surveyed on their views of recently qualified teachers' understanding of teaching for creativity. Finally, the paper reports on progress to date in constructing the above mentioned VLE - the Creative Primary School'.

4 Developing subject knowledge

Study to teach: a guide to studying in …, Jan 1, 2000

4 Developing subject knowledge Barbara Allebone and Dan Davies Introduction What qualities, skill... more

Knowledge and science education

Education Studies: A Student's Guide, Jan 1, 2004

Paradigm? What paradigm?

Journal of Design & Technology Education, Jan 1, 2009

… Model of Thought and Action in Action in Primary Technology and Science Teacher …

International Journal of Technology and Design …, Jan 1, 2003

This article reports on one outcome from a three-year study with pre-service primary teachers at ... more This article reports on one outcome from a three-year study with pre-service primary teachers at Goldsmiths' College, University of London. The purpose of the study was to evaluate the influence of participants' prior educational experience and beliefs about the relationship between design & technology (D&T) and science on their lesson planning for these subjects during school placements. Data from the study support a three-domain model of pre-service teachers' thinking and action. When operating within the pragmatic domain, participants are primarily concerned with survival in the classroom, resulting in short-term planning which may contradict their epistemological and curricular beliefs. In the pedagogical domain, the focus shifts from the pre-service teacher themselves and their immediate survival to the learning potential of the activities they plan. There is evidence that some participants have progressed to operating within a philosophical domain, leading to clasroom practice which reflects and re-conceptualises pre-service teachers' core beliefs about the nature of, and relationship between, D&T and science.

Building a Creative EcosystemThe Young Designers on Location Project

International Journal of Art & …, Jan 1, 2004

This paper reports on findings from a research project designed to explore ways in which creativi... more This paper reports on findings from a research project designed to explore ways in which creativity can be fostered through interactions between selected children, particular environments, materials, techniques and key adults. The Young Designers on Location (YDoL) project was funded by the National Endowment for Science, Technology and the Arts (NESTA), and brought together selected groups of 11 yearolds with 'design-related professionals' (DRPs) to work together intensively for a week in two locations (Bath Spa University College and Ironbridge Gorge Museum, Shropshire) then subsequently in participants' schools. The findings from case studies of selected individuals within the Bath location include key messages about the quality of environment and relationships in unlocking children's creativity. The study has exemplified aspects of Harrington's [1990] model of a 'creative ecosystem'.

A smooth trajectory: developing continuity and progression between primary and secondary science education through a jointly-planned projectiles …

International journal of science education, Jan 1, 2004

the development of cross-phase liaison between secondary school science departments and their fee... more the development of cross-phase liaison between secondary school science departments and their feeder primary schools. Our findings suggest that, as a result of joint planning and implementation of a bridging unit, there had been an increase in the secondary school teachers' understanding of both the range of the science curriculum covered in primary schools and pupils' levels of attainment in the procedures of scientific enquiry. There was also evidence that transfer assessment information was informing planning and that pupils were experiencing greater continuity in their science education.

The Role of First-hand Experience in the Development Education of University Students

This paper reports on a study visit to rural Zambia undertaken by groups of undergraduates studyi... more This paper reports on a study visit to rural Zambia undertaken by groups of undergraduates studying education at a small university in the UK. The research conducted around the visit sought to answer the question: 'does first-hand experience of a developing country's education system challenge British students' preconceptions of 'the South' and help them to understand development issues?' In order to answer this question we employed a case-study methodology. Selected participants' written reflections upon the Zambian visit were analysed, comparing the insights gained with the group's preconceptions at the beginning of the module. These case-study students were also interviewed to probe issues arising from their written accounts. Initial findings suggest that the first-hand experience of education in a sub-Saharan African country had substantially augmented their learning from the taught module, deepening understanding and expanding the affective and skills dimensions. Each of the case study students had brought different preconceptions to the experience and these were challenged or -in some cases -reinforced. This paper reports findings from the case studies and discusses implications for the design of similar study visits.