Elaine Wilson
Position/Status
Senior Lecturer in Science Education
E-mail Address: ew208@cam.ac.uk
Phone: 01223 336297
Qualifications
B Sc, PGCE, M Ed, CCHem, FRSC, FHEA
Membership of Professional Bodies/Associations
Fellow of The Royal Society of Chemistry
Teaching Fellow of The Higher Education Academy
Association for Science Education
British Educational Research Association
American Educational Research Association
Collaborative Action Research Network
Profile
Elaine Wilson taught chemistry in a number of secondary schools before joining the Secondary PGCE teaching team in 1994. Her main interests are in science education and teacher development.
Elaine has received a number of career awards; in 1994 she was awarded a Salters' medal for outstanding Chemistry at secondary school level, in 2004 she won a University of Cambridge Pilkington Teaching Prizeand the same year was awarded a National Teaching Fellowship.
She was the Lead Teacher at Salters' Chemistry Camps at: University of Kent, 2000 - 2002, University of Ulster, 2003 - 2005; Imperial College, London, 2006-2007;Chemistry department, University of Cambridge, 2008.
Research Interests
Initial and early careers teacher education
Teacher well - being
Academic Area/Links
Science, Technology & and Mathematics Education
Current Research Projects
New teacher well - being
Collaborative on- line learning
Course Involvement
Secondary Science PGCE
M Ed Science Practitioners Researching Practice
School Based Research; Practitioner Professional Development
Selected Publications
Books
Wilson, E. (2009) School-based Research: A Guide for Education Students. London, Sage.
Warwick, P., Wilson, E., & Winterbottom, M. (2006) Learning and Teaching Primary Science with ICT. Buckingham, Open University Press.
Wilson, E. (1999) Teaching Chemistry to KS4 - a non-specialist handbook. Hodder and Stoughton, London.
Salters' Chemistry Club Handbook Volume One and Two now available on line.
Chapters
Wilson, E. (2009) Action Research, in E Wilson, (Ed) School - based Research, London, Sage
Wilson, E. (1999) Learning Concepts, in P. Warwick & R. Linfield (eds) Science 3 -13, London, Falmer Press.
Wilson, E. (1998). Communicating in Science, in E. Bearne, (Ed) The Use of Language at Key Stage 3, London, Routledge.
Journal Articles
Demetriou, H. & Wilson, E. (In press) Synthesising affect and cognition in teaching and learning,
Social Psychology of Education: an International Journal.
Fox, A. & Wilson, E. (2008) Viewing recently qualified teachers and their networks as a resource for a school, Teacher Development.
Wilson, E. & Demetriou, H. (2007) New teacher learning; substantive knowledge and contextual factors, The Curriculum Journal.
Wilson, E (2005) Powerful pedagogical strategies in initial teacher education. Teachers and Teaching; theory into practice.
Wilson, E. & Spink, A. (2005) Making Meaning in Chemistry Lessons, Electronic Journal of Literacy through Science, 4 (2)
Wilson, E. (2004) Using activity theory as a lens to analyse interaction in a university - school initial teacher education and training partnership. Educational Action Research.
Wilson, E. (2000) Search out Science in Cambridge; A Millennium map and trail. Cambridge University Press
Batty, J., Rudduck, J. & Wilson, E. (1999). What makes a good mentor? Who makes a good mentor? - the views of year 8 mentees. Educational Action Research.
Conference Proceedings
Wilson, E. (2008) Using blended learning in a science education masters course, Proceedings of the International Association for Scientific Knowledge Conference: Teaching and Learning, University of Aveiro, Portugal, 538 - 545.
McIntyre, J., Hobson, A., Mitchell, N. & Wilson, E. (2008) 'Drinking water in the desert?' Findings from the evaluation of the University of Cambridge early professional development network for beginning teachers. Paper presented at the British Educational Research Association Annual Conference, University of Edinburgh, 3 - 6 September 2008
Wilson, E. & Demetriou, H. (2006) New teachers' perspectives on their early years of teaching. Paper presented at the British Educational Research Association Annual Conference, University of Warwick, 6-9 September 2006