Dr Ann Childs[back]

Lecturer
ann.childs@education.ox.ac.uk
+44(0)1865274006
Teaching CoursesPGCE, M.Sc. in Professional Development in Education, Post Graduate Diploma in Developing Science Education
Biography
After obtaining a degree and PhD in chemistry at the University of Birmingham, Ann Childs taught science in secondary schools in the UK and West Africa for eleven years, seven of these as a head of chemistry and head of science. For the past seven years she has been involved in science teacher education at Oxford University where she is a fellow of Lady Margaret Hall.
Research

Current Research Projects


1. Understanding and influencing science teachers' conceptions of the nature of science: a study in curriculum development  Ann Childs and Jane McNicholl (Oxford University Department of educational Studies), Dr Nelofer Halai (Institute for Educational Development, Aga Khan University, Karachi)

The project aims to conduct a study spanning three years on the understandings that in-service and preservice science teachers have about the nature of science in Pakistan and UK respectively. The study will be conducted simultaneously in the Aga Khan University, Institute for Educational Development (AKU-IED), Karachi and Oxford University Department of Educational Studies (OUDES) in Oxford . It will enable science teacher educators at both the institutions to acquire a better understanding of science teachers' beliefs about science. Additionally, the study will enable the development of curriculum materials that will help in conceptualisation of science that is more in line with current thinking about it. It will also enable the two institutions to strengthen and expand their collaboration to include joint research projects.

The specific objectives of the proposed research and development study are:

  • To develop an understanding of science teachers' conceptions of the nature of science (NOS).
  • To identify the views of science held by science teachers that are in consonance and at variance with the current theories of NOS.
  • To compare and contrast science teachers' views of NOS in the context of Pakistan and UK.
  • To develop and deliver curriculum materials that may help to advance teachers' conceptions of NOS in Pakistan and the UK.
  • To evaluate the curriculum materials developed by assessing teachers' learning about NOS.
  • To develop a reflexive understanding of the process science teacher educators (the researchers in this case) engaged in, during the research study and professional development exercise.
  • To enhance the quality of the partnership that exists between AKU-IED and OUDES

2. Supporting the Use of Web-based Materials by PGCE Secondary Science Students
John Twidle (Loughborough University, Ann Childs (Oxford University), Molly Dussart (Canterbury Christ Church), Janet Godwin (Nottingham Trent University) and Peter Sorensen (The University of Nottingham)

In order to establish the extent of Internet use by trainees and some of the issues surrounding it, 128 science trainee teachers nearing completion of their course in 4 higher education institutions completed a questionnaire concerning their experience, confidence and competence in the use of the Internet (as one aspect of the requirement) to support their teaching. The group is currently developing this research in order to support trainees in the use of web-based materials in their science teaching.

3. Student teachers understandings in science and geography of sustainable development Mike Summers, Graham Corney and Ann Childs

This project builds on our previous research with primary teachers which resulted in a publication of case studies of the teaching of sustainable development in primary schools. We are engaged initially in this project on a baseline study of geography and science student teachers' conceptions of sustainable development. We hope to extend the study to look at ways in which we can collaborate in science and geography to develop students teachers' conceptions of sustainable development and ultimately we hope to be able to develop their teaching in this area.

Publications
  • Childs, A. (1998) Issues Arising from Organisation Arrangements at KS4. School Science Review, 80(291), 77-79
  • Summers, M., Kruger, C., Mant, J. and Childs, A. (1998) Developing primary teachers' understanding of energy efficiency. Educational Research, 40(3), 311-328
  • Kruger, C., Summers, M., Mant, J., Childs, A., and McNicholl, J. (1998) Teaching energy and energy efficiency effectively: teacher education materials for primary and non-specialist secondary teacher education. ASE: Hatfield
  • Summers, M., Kruger, M., Childs, A., and Mant, J. (1998) Developing Primary Teachers' Understanding of Energy Efficiency. Educational Research, 40(3), 311-328
  • Childs, A., Summers, M., Kruger, C., and Mant, J. (1999) Energy and energy efficiency in the primary school: a research based guide for teacher education The Challenge of Change, Proceedings of the 4th Summer Conference for Teacher Education in Primary Science.
  • Childs, A. (2000) Secondary Chemistry. Macmillan: Oxford
  • Summers, M., Kruger, C., Childs, A., and Mant, J. (2000) Primary School Teachers' Understanding of Environmental Issues: an interview study. Environmental Education Research, 6(4), 293-312
  • Summers, M., Kruger, C., Childs, A. and Mant, J. (2000) One small step - Understanding the Science of Environmental Issues: a research based guide for primary and non-specialist secondary teacher education. ASE: Hatfield
  • Summers, M., Kruger, C., Childs, A. and Mant, J. (2001) Understanding the science of environmental issues: development of a subject knowledge guide for primary teacher education. International Journal of Science Education, 23(1), 33-53
  • Summers, M., Kruger, C., Childs, A., Corney, G. and Mant, J. (2002) Teaching Sustainable development in Primary Schools. ASE: Hatfield
Last modified by Yuen Yi Lo - 4 October 2007