Outputs (30)

Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence (2017)
Journal Article
Scott, G. W. (2017). Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence. Higher Education Pedagogies, 2(1), 1-13. https://doi.org/10.1080/23752696.2017.1307692

This study involves evaluation of a novel iterative group-based learning task developed to enable students to actively engage with assessment and feedback in order to improve the quality of their written work. The students were all in the final semes... Read More about Active engagement with assessment and feedback can improve group-work outcomes and boost student confidence.

Fostering children's relationship with nature : exploring the potential of Forest school (2017)
Journal Article
Smith, M. A., Dunhill, A., & Scott, G. W. (2017). Fostering children's relationship with nature : exploring the potential of Forest school. Education 3-13, 46(5), 525-534. https://doi.org/10.1080/03004279.2017.1298644

Forest School offers children opportunities to explore the natural environment regularly over an extended period of time. It is based on six key principles, one of which states Forest School fosters a relationship with nature and develops long-term p... Read More about Fostering children's relationship with nature : exploring the potential of Forest school.

Colour preferences of UK garden birds at supplementary seed feeders (2017)
Journal Article
Rothery, L., Scott, G. W., & Morrell, L. J. (2017). Colour preferences of UK garden birds at supplementary seed feeders. PLoS ONE, 12(2), Article e0172422. https://doi.org/10.1371/journal.pone.0172422

Supplementary feeding of garden birds generally has benefits for both bird populations and human wellbeing. Birds have excellent colour vision, and show preferences for food items of particular colours, but research into colour preferences associated... Read More about Colour preferences of UK garden birds at supplementary seed feeders.

Conflicting perceptions of the status of field biology and identification skills in UK education (2016)
Journal Article
Goulder, R., & Scott, G. W. (2016). Conflicting perceptions of the status of field biology and identification skills in UK education. Journal of Biological Education, 50(3), 233-238. https://doi.org/10.1080/00219266.2016.1202489

There is an enormous degree of engagement between people and the outdoors in the UK; 58% of the adult population of England, about 24 million people, make at least one visit a week to parks, urban green spaces, the countryside or other outdoor destin... Read More about Conflicting perceptions of the status of field biology and identification skills in UK education.

Ask a clearer question, get a better answer. [version 1; peer review: 1 approved, 1 approved with reservations] (2015)
Journal Article
Henri, D., Morrell, L., & Scott, G. (in press). Ask a clearer question, get a better answer. [version 1; peer review: 1 approved, 1 approved with reservations]. F1000Research, 4, Article 901. https://doi.org/10.12688/f1000research.7066.1

Many undergraduate students struggle to engage with higher order skills such as evaluation and synthesis in written assignments, either because they do not understand that these are the aim of written assessment or because these critical thinking ski... Read More about Ask a clearer question, get a better answer. [version 1; peer review: 1 approved, 1 approved with reservations].

Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability (2015)
Journal Article
Furnell, J., & Scott, G. (2015). Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability. Journal of Learning Development in Higher Education, 8, https://doi.org/10.47408/jldhe.v0i8.234

Graduate employability is a key issue for Higher Education Institutions (HEIs), academic faculty and of course for students themselves. It is recognised that to be employable graduates require both discipline specific skills/knowledge and more generi... Read More about Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability.

Why do we bother? Exploring biologists' motivations to share the details of their teaching practice [version 1; peer review: 2 approved] (2015)
Journal Article
Scott, G. (2015). Why do we bother? Exploring biologists' motivations to share the details of their teaching practice [version 1; peer review: 2 approved]. F1000Research, 4, Article 46. https://doi.org/10.12688/f1000research.6129.1

There exists in the UK (and across the global HE sector) a community of practitioners who define themselves as biologists but who are more than that. They are reflective educators involving themselves in the Scholarship of Teaching and Learning (SoTL... Read More about Why do we bother? Exploring biologists' motivations to share the details of their teaching practice [version 1; peer review: 2 approved].

Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork (2014)
Journal Article
Scott, G., & Boyd, M. (2014). Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork. Education 3-13, 44(6), 661-670. https://doi.org/10.1080/03004279.2014.996242

This paper demonstrates the positive impact of learning through ecological fieldwork upon children's ability to write, and to write about science. Specifically we have carried out a relatively large-scale study (involving 379 children aged 9–11 years... Read More about Getting more from getting out : increasing achievement in literacy and science through ecological fieldwork.

Teacher and student perceptions of the development of learner autonomy : a case study in the biological sciences (2014)
Journal Article
Scott, G. W., Furnell, J., Murphy, C. M., & Goulder, R. (2015). Teacher and student perceptions of the development of learner autonomy : a case study in the biological sciences. Studies in higher education, 40(6), 945-956. https://doi.org/10.1080/03075079.2013.842216

Biology teachers in a UK university expressed a majority view that student learning autonomy increases with progression through university. A minority suggested that pre-existing diversity in learning autonomy was more important and that individuals... Read More about Teacher and student perceptions of the development of learner autonomy : a case study in the biological sciences.

A potential value of familiarity and experience: can informal fieldwork have a lasting impact upon literacy? (2012)
Journal Article
Scott, G. W., & Boyd, M. (2014). A potential value of familiarity and experience: can informal fieldwork have a lasting impact upon literacy?. Education 3-13, 42(5), 517-527. https://doi.org/10.1080/03004279.2012.731418

This paper demonstrates that an informal field trip can have a lasting impact upon aspects of learning in a primary school context. Specifically, we consider the longer term impact of an informal trip to a rocky shore upon scores achieved in literacy... Read More about A potential value of familiarity and experience: can informal fieldwork have a lasting impact upon literacy?.