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Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses (2019)
Journal Article
Scott, G. W., Humphries, S., & Henri, D. C. (in press). Expectation, motivation, engagement and ownership: using student reflections in the conative and affective domains to enhance residential field courses. Journal of geography in higher education, 1-19. https://doi.org/10.1080/03098265.2019.1608516

Residential field courses are important and should be designed and delivered to maximize their value to students, staff and institutions. In this context, we use a novel approach involving analysis of the daily affective and conative reflections of s... Read More

The Student Thesis Conference as a model for authentic and inclusive student research dissemination (2018)
Journal Article
Douglas, C., Yearsley, J., Scott, G. W., & Hubbard, K. E. (2018). The Student Thesis Conference as a model for authentic and inclusive student research dissemination. Higher Education Pedagogies, 3(1), 319-341. doi:10.1080/23752696.2018.1478675

Engaging in a final year project is required in most undergraduate degree programmes. However, the student research experience often differs from the academic experience due to a lack of opportunities for research dissemination. We present the Studen... Read More

Enquiry into teaching and learning in the life sciences (2018)
Book Chapter
Scott, G. (2018). Enquiry into teaching and learning in the life sciences. In E. Cleaver, M. Lintern, & M. McLinden (Eds.), Teaching and learning in higher education: Disciplinary approaches to educational enquiry(2nd). SAGE Publications

Student perceptions of their autonomy at University (2017)
Journal Article
Henri, D. C., Morrell, L. J., & Scott, G. W. (2018). Student perceptions of their autonomy at University. Higher Education, 75(3), (507-516). doi:10.1007/s10734-017-0152-y. ISSN 0018-1560

© 2017, The Author(s). Learner autonomy is a primary learning outcome of Higher Education in many countries. However, empirical evaluation of how student autonomy progresses during undergraduate degrees is limited. We surveyed a total of 636 students... Read More

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. doi: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

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). doi:10.1080/03004279.2017.1298644. ISSN 0300-4279

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

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), doi:10.1371/journal.pone.0172422. ISSN 1932-6203

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

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. doi: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

Ask a clearer question, get a better answer. (2015)
Journal Article
Henri, D., Morrell, L., & Scott, G. (in press). Ask a clearer question, get a better answer. F1000Research, 4(901), doi: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

Are we all on the same page? Teacher, graduate and student perceptions of the importance of skills thought to enhance employability (2015)
Journal Article
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,

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

Why do we bother? Exploring biologists' motivations to share the details of their teaching practice (2015)
Journal Article
Scott, G. (2015). Why do we bother? Exploring biologists' motivations to share the details of their teaching practice. F1000Research, 4, 46. doi: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

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). doi:10.1080/03004279.2014.996242. ISSN 0300-4279

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

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. doi: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

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). doi:10.1080/03004279.2012.731418. ISSN 0300-4279

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

Students' perception of biology fieldwork : the example of students undertaking a preliminary year at a UK university (2012)
Journal Article
Goulder, R., Scott, G., & Scott, L. J. (2013). Students' perception of biology fieldwork : the example of students undertaking a preliminary year at a UK university. International journal of science education, 35(8), (1385-1406). doi:10.1080/09500693.2012.708796. ISSN 0950-0693

It is widely held among biology teachers that fieldwork is valuable, but little is heard about students' perception of fieldwork or about the reasons for their liking or disliking fieldwork. This paper uses data from students to explore the hypothese... Read More

Can the integration of field and classroom-based learning enhance writing? The life on our shore case study (2011)
Journal Article
Scott, G., Churchill, H., Grassam, M., & Scott, L. (2012). Can the integration of field and classroom-based learning enhance writing? The life on our shore case study. Education 3-13, 40(5), (547-560). doi:10.1080/03004279.2011.562216. ISSN 0300-4279

There is a need to evaluate the benefits to children of integrated classroom and field-based learning. In this article, we describe a case study that involves children in the production of a field guide: an authentic task which integrates learner aut... Read More

The Value of Fieldwork in Life and Environmental Sciences in the Context of Higher Education: A Case Study in Learning About Biodiversity (2011)
Journal Article
Tobin, M. L., Scott, L. J., Wheeler, P., Goulder, R., Marsham, S., & Scott, G. W. (2012). The Value of Fieldwork in Life and Environmental Sciences in the Context of Higher Education: A Case Study in Learning About Biodiversity. Journal of Science Education and Technology, 21(1), 11-21. doi:10.1007/s10956-010-9276-x

Fieldwork is assumed by most practitioners to be an important if not essential component of a degree level education in the environmental sciences. However, there is strong evidence that as a result of a wide range of pressures (academic, financial a... Read More

Encouraging use of community-based resources by bioscience students (2010)
Journal Article
Scott, G. W., Goulder, R., & Scott, G. (2010). Encouraging use of community-based resources by bioscience students. Bioscience education e-journal BEE-j, 16(1), 1-4. doi:10.3108/beej.16.c1

This communication reports how bioscience students are encouraged to benefit from city and regional community-based resources through use of a guidebook and student-managed learning. Positive outcomes of the module are that bioscience students take t... Read More

Promoting engagement: using species action plans to bring together students and conservation professionals (2008)
Journal Article
Scott, G. W., Turnbull, S., & Spencer, J. (2008). Promoting engagement: using species action plans to bring together students and conservation professionals. Bioscience education e-journal BEE-j, 12(1), 1-6. doi:10.3108/beej.12.5

We describe an exercise, the production of a species action plan, which utilises components of both transmission mode and experiential learning. This exercise brings together students and a professional role model to promote a stronger engagement wit... Read More

Habitat heterogeneity, body size and phenotypic diversity in Idotea granulosa (Isopoda) on the north-east coast of England (2001)
Journal Article
Hull, S., Winter, L., & Scott, G. (2001). Habitat heterogeneity, body size and phenotypic diversity in Idotea granulosa (Isopoda) on the north-east coast of England. Journal of the Marine Biological Association of the UK, 81(6), 949-954. doi:10.1017/S002531540100488X

Samples were collected from six pools in order to examine the distribution, body length, base colour and phenotypic diversity (chromatophore pattern) of Idotea granulosa populations on five different species of algae (Ceramium, Corallina, Chondrus, F... Read More