Thursday, 12 September 2019

Promoting teacher autonomy - new post on BOLD blog

My latest piece for the Blog On Learning and Development is called 'Promoting teacher autonomy'. This post is about the importance of supporting teacher independence through educational neuroscience. Some people worry that educational neuroscience aims to give teachers a strict set of guidelines to follow, but researchers actually want to provide teachers with evidence so they can choose the most appropriate strategy in a given moment.

All of my posts for BOLD can be found here.

Friday, 16 August 2019

Relational reasoning in science and maths - new paper

'The unique contributions of verbal analogical reasoning and nonverbal matrix reasoning to science and maths problem-solving in adolescence' is a new paper written by me and my PhD supervisors - Denis Mareschal, Andy Tolmie, and Iroise Dumontheil.

In the paper we explore behavioural and neural associations between two types of relational reasoning, and science and maths, in 11- to 14-year-olds. You can freely access the paper here.

The research was funded by the ESRC, the Wellcome Trust, and Birkbeck, University of London.

Friday, 2 August 2019

Future avenues for educational neuroscience - new paper

'Future avenues for educational neuroscience from the perspective of EARLI SIG 22 conference attendees' is a new paper published in Mind, Brain, and Education, written by me, and Lia Commissar from the Wellcome Trust.

In the paper we talk about the approach we took in organising the EARLI SIG 22 conference, which was based on ideas from the educational neuroscience community contributed during the last IMBES conference. You can read those ideas in our previous paper! The approach included things like inclusivity, including plenty of discussions, and importantly, ensuring those discussions are captured.

We decided that it would be great opportunity to capture the views of the educational neuroscience community, through a survey. We were mainly aiming to capture delegates' visions for research and translation in educational neuroscience. The survey questions can be seen here.

From 88 completed surveys, we first noted a common desire for more discussions and collaborations across disciplines, and between teachers and researchers. More novel ideas included discussion of ethical issues, inclusion of learners in research development, open resources for teacher training in neuroscience, and mentoring networks for community members. Thank you everyone who responded!

Sunday, 14 July 2019

Reaching and interacting with your intended audience as a science communicator

Earlier this month I was in Lausanne, Switzerland, for the World Conference of Science Journalists. I took part in an event organised by the Jacobs Foundation called 'The science of learning and science journalism'. In the morning session, I ran one of four parallel rotating round-table discussions, with the others led by Nora Maria Raschle, Cristina Riesen, and Sabine Gysi. 

My round-table focused on reaching and interacting with your intended audience as a science communicator, journalist, or editor. I used examples of my educational neuroscience work aimed at facilitating conversations between neuroscientists and teachers. Within the group discussions I asked the following questions of the journalists present to stimulate discussion:
  • How can we know whether or not our communications with the public have been helpful and effective and reached the right people?
    This is a challenge I have faced during my science communication work, where I have written blog posts or created some kind of output designed for teachers, and been unsure whether or not teachers have acted on the information, or even accessed the output.
  • Do the best solutions for change come from moving beyond traditional written journalistic pieces?
    When communicating science, we are often hoping to cause some kind of change - for example, thinking about something in a different way, or using a new strategy in the classroom. I wondered if outputs like video or podcast are more effective in causing change than articles or blog posts.
  • If so, what can journalists (and editors) do differently?
    Do more efforts need to be made to push ourselves outside of our comfort zone and try something new?
  • What types of format best lend themselves to reaching and getting useful feedback from the public?
    If we want to know what impact we are having, getting feedback from users is essential.
I had engaging conversations with each group that participated, and there were a number of common areas that we spoke about. Most people agreed that a diversity of formats is important for the most impact - and in particular, podcasts were thought to be the best way of reaching audiences. This format allows for more in depth discussion of key issues, and can keep the attention of users for a long period of time. 

Social media was brought up in each discussion. Overall it was felt that this is a valuable tool for sharing information and also for getting feedback. Some warned of the possibility of stories turning into click-bait if social media interactions become the most important metric. Another concern was that this method can only reach a small group of users, potentially those most keen, as many don't use social media. There was agreement that social media isn't enough if we want to truly interact with our audience. Conversations need to happen in real life, and to get the most valuable feedback, we need to embed ourselves into our audiences.

Finally, many of the discussions ended up concluding that while we can and should make efforts to reach our intended audiences and get feedback, we need to accept that we can't always get the feedback we want. Writers, journalists and editors need to create the stories they want to share, and hope that they do have some impact.

Thank you to everyone who engaged in these discussions, to Sabine Gysi for inviting me to take part, and to the Jacobs Foundation for supporting my trip to Lausanne.

Picture: Cristina Riesen. L-R Cristina Riesen, Annie Brookman-Byrne, Nora Maria Raschle, Sabine Gysi.

Friday, 12 July 2019

Fighting for educational neuroscience - new post on BOLD blog

My latest post for the Blog on Learning and Development is inspired by a new paper from Professor Michael Thomas, which calls for an end to the bridge analogies in educational neuroscience. Read the post here.

Reports from the World Conference of Science Journalists in The Psychologist

I was recently lucky enough to go the World Conference of Science Journalists in Lausanne, Switzerland, thanks to the Jacobs Foundation. I have written up reports from my three favourite sessions which were about the balance trap in science journalism, ending the dread of constant negative news, and an indigenous perspective on science. You can read them here.

Tuesday, 25 June 2019

School-based advocates for evidence - new post on BOLD blog

My latest post for the Blog on Learning and Development looks at the concept of the Research Lead, and consider the potential for these school-based advocates for evidence. Read the post here.

Tuesday, 28 May 2019

Translating questionable research to the classroom - new post on BOLD blog

My latest post for the Blog on Learning and Development is a follow up to my previous piece on ensuring that research informs teaching and learning. In my new post I consider the role that the replication crisis in psychology may have had on the finding that many educational trials are uninformative.

You can read the post here.

Sunday, 28 April 2019

Ensuring research informs teaching and learning - new post on BOLD blog

My latest post for the Blog on Learning and Development (BOLD) discusses a recent review into randomised control trials in education. This review found that most trials in education are uninformative. I explore the reasons for this, and consider how the research community might move forward. You can read the post here.

Wednesday, 3 April 2019

New job!

I'm very excited to have started a new job at the British Psychological Society as Deputy Editor of The Psychologist magazine! Throughout my PhD I was spending increasing amounts of time on science writing and public engagement, so I'm really pleased to be able to focus on this in my new role.

Sadly this means I will be leaving some of my educational neuroscience work behind. I am stepping down from my role as a coordinator for EARLI SIG 22, a position which helped me to get involved with the international educational neuroscience community. A highlight of my time with the SIG was co-organising the 2018 conference with Lia Commissar from the Wellcome Trust.

But, I do still have papers in the pipeline based on my PhD and postdoc research, and I will continue blogging about educational neuroscience whenever I can!