Dan is a part-time DPhil Education student whose research focuses on investigating reasons why individuals choose to study and then teach physics as a subject discipline and how these relate to issues of equity and power. He previously worked as a secondary school physics teacher in the West Midlands of England for around 15 years before taking up his current post as Associate Professor of Physics Education at the University of Birmingham where he works in widening participation in physics and teacher education.
- Cottle, D 2022, ‘Harnessing the potential of recently retired physics teachers to mentor new physics teachers’, Physics Education, vol. 57, no. 1, 015020. https://doi.org/10.1088/1361-6552/ac3931
- Cottle, D 2021, ‘Improving students’ mathematical skills in secondary science: ideas from mathematics pedagogy’, School Science Review, vol. 102, no. 381, pp. 61-64. <https://www.ase.org.uk/resources/school-science-review/issue-381/improving-students-mathematical-skills-in-secondary>
- Cottle, D 2021, ‘The effects of Covid-19 on student transition from school to university in STEM subjects’, New Directions in the Teaching of Physical Sciences, vol. 16, no. 1, 3847, pp. 1-4. https://doi.org/10.29311/ndtps.v0i14.3847
- Cottle, D & Marshall, R 2016, ‘Exploring electrical resistance: a novel kinesthetic model helps to resolve some misconceptions’, Physics Education, vol. 51, no. 5. https://doi.org/10.1088/0031-9120/51/5/054004