Research Group: Mathematics and Science Education (MaSE) Research Centre
This research centre is no longer active.
Group Overview
All new research projects are now hosted under the Mathematics, Science and Health Education (MSHE) research centre. For our most up-to-date events and activities, visit our blog.
The Mathematics and Science Education Research Centre (MaSE) focuses on how people, communities and cultures acquire and use knowledge in mathematics and science.
We work with learners, teachers, schools, and regional, national and international organisations, to study and develop ways of advancing learning and teaching. Our work aims to develop theories and methods that contribute to equity for all learners and inform new visions for student achievement and for the professional development of mathematics and science educators. We especially seek to inform the STEM (science, technology, engineering and mathematics) agenda, at a UK national level and internationally.
Our research focuses on:
- Conceptual development in mathematics and science
- Education for biodiversity, sustainability and citizenship
- Embedding ICT in teaching and learning
- Health education
- Professional learning of mathematics and science teachers
- Teaching and learning mathematical and scientific reasoning
- Visual and spatial thinking in mathematics and science
Members of the Centre have extensive experience as researchers, teacher-educators, and teachers in a variety of contexts. We are pro-active in seeking and maintaining strong links with the professional community and with policy-makers. We are a stakeholder in the DCSF National Centre for Excellence in the Teaching of Mathematics (NCETM), an associate of the DCSF Further Mathematics Support Programme (with our role being for Hampshire and the Isle of Wight), and we host the DCSF Science Learning Centre for the south-east of England.
The Centre is home to two Special Interest Groups: the Research in Mathematics Education SIG and the Research in Science Education SIG.
Funded research projects in the Centre include studies funded by the Economic & Social Research Council (ESRC), the DCSF, the Training and Development Agency for Schools (TDA), and the Wellcome Trust. We have a very successful track-record in supporting individual research students in winning research studentships and post-doctoral fellowships from the ESRC.
Centre activities include seminars from internal and external speakers, as well as interactive workshops.
Our research students work on a variety of projects in mathematics and science education.
Contact: Prof Lianghuo Fan
International links
We have been partners in projects involving universities in Bulgaria, Cyprus, Greece, Ireland, Portugal and Sweden.
Beyond Europe, we have strengthening links with universities in China, Japan, Malaysia and Singapore, in Australia and New Zealand, and in Canada, Brazil and the USA.
Postgraduate opportunities
Postgraduate opportunities related to Maths and Science Education also include the MPhil/PhD programme offered by the Southampton Education School which can be undertaken under the supervision of our centre’s members. If you are interested in undertaking postgraduate studies in Mathematics or Science Education please contact Prof Lianghuo Fan
Publications
Articles
- Souza, A., Downey, C., & Byrne, J. (2013). “Making Pies“ – a way of exploring children’s views on curriculum innovation. Children & Society, 27(5), 385-396. https://doi.org/10.1111/j.1099-0860.2011.00418.x
- Downey, C., Byrne, J., & Souza, A. (2013). Leading and managing the competence-based curriculum: conscripts, volunteers and champions at work within the departmentalised environment of the secondary school. The Curriculum Journal, 24(3), 369-388. https://doi.org/10.1080/09585176.2012.731009
- Byrne, J., Downey, C., & Souza, A. (2013). Planning a competence-based curriculum: the case of four secondary schools in England. The Curriculum Journal, 24(3), 335-350. https://doi.org/10.1080/09585176.2012.731007
- Downey, C., Byrne, J., & Souza, A. (2013). Researching the competence-based curriculum: preface to a case study of four urban secondary schools. The Curriculum Journal, 24(3), 321-334. https://doi.org/10.1080/09585176.2012.731012
- Byrne, J., Downey, C., & Souza, A. (2013). Teaching and learning in a competence-based curriculum: the case of four secondary schools in England. The Curriculum Journal, 24(3), 351-368. https://doi.org/10.1080/09585176.2012.731008
- Byrne, J., Speller, V., Dewhirst, S., Roderick, P., Almond, P., Grace, M., & Memon, A. (2012). Health promotion in pre-service teacher education: effects of a pilot inter-professional curriculum change. Health Education, 112(6), 525-542. https://doi.org/10.1108/09654281211275872
- Byrne, J. (2011). Models of micro-organisms: children’s knowledge and understanding of micro-organisms from 7 to 14 years -old. International Journal of Science Education, 33(14), 1927-1961. https://doi.org/10.1080/09500693.2010.536999
- Byrne, J., Grace, M., & Hanley, P. (2010). Children’s anthropomorphic and anthropocentric ideas about micro-organisms. Journal of Biological Education, 44(1), 37-43. https://doi.org/10.1080/00219266.2009.9656190
- Byrne, J., Brown, H., & Challen, D. (2010). Peer development as an alternative to peer observation: a tool to enhance professional development. International Journal for Academic Development, 15(3), 215-228.
- Byrne, J., & Grace, M. (2010). Using a concept mapping tool with a photograph association technique (CoMPAT) to elicit children’s ideas about microbial activity. International Journal of Science Education, 32(4), 479-500. https://doi.org/10.1080/09500690802688071
Research Staff
| Staff Member | Primary Position |
|---|---|
| Jenny Byrne | Associate Professor in Education |
| Rosalyn Hyde | Principal Teaching Fellow |
| Keith Jones | Associate Professor |
| Ran Peleg | Lecturer |
| Kathryn Woods-Townsend | LifeLab Programme Manager |