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Mark Winterbottom

Position/Status

University Senior Lecturer in Science Education

E-mail Address

mw244@cam.ac.uk

Phone

01223 336298

Qualifications

  • PhD (University of Sheffield)
  • MA (University of Oxford)
  • MA (University of Cambridge)
  • PGCE (University of Cambridge)
  • CBiol, FRSB

Membership of Professional Bodies/Associations

  • Fellow of the Royal Society of Biology
  • Association for Science Education
  • British Educational Research Association

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Profile

Mark joined the Faculty of Education in 2002, and teaches on the Science/Biology secondary PGCE course (for which he also acts as Senior Examiner) and on the MEd course for science teachers and practitioners. He acts as supervisor on the MEd and MPhil courses. Mark coordinates leadership training for those trainee teachers who want to run the Duke of Edinburgh Award in school, and for those who want outdoor leadership qualifications. He is responsible for links between the Faculty and the Cambridge sixth form colleges.

Mark’s current research interests are in teacher education, assessment, inquiry-based science education, use of technology in teaching and learning, and classroom environment. He holds a number of externally-funded research grants. Mark has written a variety of school textbooks, and authored and contributed to a number of books for teachers and Masters students. He acts as a senior examiner for the OCR examination board, and runs professional development courses internationally for Cambridge International Examinations (CIE) and other organisations. Mark contributed to the Egyptian curriculum for the Nile Egyptian Schools project, and the Mongolian Biology Curriculum as part of the Mongolian Educational Initiative, both organised by CIE. Mark has also been involved in the Faculty's teacher development work in Kazakhstan. Prior to joining the Faculty, Mark taught in upper schools for five years, where he also organised student expeditions to the developing world.

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Academic Area/Research Topics/Links

  • Science/biology education
  • Inquiry-based science education
  • Teacher education
  • Assessment
  • New technologies and interactive whiteboards
  • Classroom environment

Prospective PhD Applications

Mark would welcome informal contact from prospective PhD students on the following research topics.

  • Physical characteristics of the classroom environment
  • Teacher education
  • Science education

Current Research Projects

  • What dimensions underpin teachers' well being?
  • Trainee teachers' conceptions of assessment
  • Classroom environment and children's learning
  • New technologies in education
  • Inquiry-based science education
  • Back-channeling in the science classroom

External Funding

  • Training and Development Agency for Schools (Partnership Development Scheme): Using New Technologies in Science Teaching.
  • The Newton Trust: Backchannelling in the Classroom
  • European Union FP7 (Science in Society): The Pathway to Inquiry-Based Science Teaching
  • The Newton Trust: Social Networking in the Classroom
  • Amgen Foundation: Molecular Biology Education
  • The Newton Trust: Teachers' Understanding of how the Classroom Environment can Influence Learning
  • HeyScience: Curriculum Development and Research Project in India and South Africa
  • Al Khor International School: School Improvement through Educational Research
  • European Union Horizons Erasmus+: Tinkering
  • Cogbooks: Adaptive Learning in Science Education

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Course Involvement

  • PGCE Secondary Science
  • MEd
  • MPhil
  • PhD

Conference Presentations

Winterbottom, M., Smith, S., Hind, S. & Haggard, M. 2010. Understanding similarities and differences between parents' and teachers' construal of children's behaviour. European Conference on Educational Research. Helsinki, Finland. 25th-27th August 2010.

Winterbottom, M. 2010. Trainee teachers' developing values and practice in relation to assessment. World Conference on Educational Sciences. Istanbul, Turkey. 4th-8th February 2010.

de Winter, J.A. & Winterbottom, M. 2009. Developing a user guide to new technologies in science teaching and learning. RITWIT Conference. Cambridge, UK. 29th-30th June 2009.

de Winter, J.A., Winterbottom, M. & Wilson, E. 2009. New technologies in science teaching: developing an online beginners' guide. EDEN Annual Conference. Gdansk, Poland. 10th-13th June 2009.

Winterbottom, M. 2009. Trainee teachers' developing conceptions of assessment. International Conference on Educational Research for Development. Addis Ababa, Ethiopia. 13th-15th May 2009.

Winterbottom, M. & Wilkins, A. 2008. Lighting and discomfort in the classroom. EARLI Practice-Based and Practitioner Research Conference on Learning and Instruction. Bergen, Norway. 26th-29th November 2008.

Winterbottom, M., Brindley, S., Taber, K.S., Fisher, L.G., Finney, J. & Riga, F. 2008. Understanding trainee teachers' developing values and practice in relation to assessment. European Conference on Educational Research. Gothenburg, Sweden. 10th-12th September 2008.

Riga, F., Taber, K.S., Brindley, S., Winterbottom, M., Fisher, L.G. & Finney, J. 2008. Learning about 'assessment for learning' - trainee teachers' perceptions of the purposes and nature of school assessment. International Association for Educational Assessment Conference. Cambridge, UK. 7th-12th September 2008.

Winterbottom, M. & Wilkins, A. 2007. Lighting and discomfort in the classroom. Access and Integration in Schools Conference of the Ergonomics Society. University of Coventry, Coventry, UK. 11th December 2007.

Winterbottom, M. & Wilkins, A. 2007. Lighting and discomfort in the classroom. British Educational Research Association Conference. London, UK. 5th-8th September 2007


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Publications

Educational research

Okiror, J.J., Hayward, G. and Winterbottom, M. 2017. Towards in-service training needs of secondary school agriculture teachers in a paradigm shift to outcome-based education in Uganda. Journal of Agricultural Education and Extension (http://dx.doi.org/10.1080/1389224X.2017.1338593)

Okiror J.J., Hayward, G. and Winterbottom, M. 2017. Agriscience and after-school careers in agricultural business: A case study of Uganda. International Journal of Vocational and Technical Education 9(3) 20-30.

Kiliç, D., Taber, K.S. and Winterbottom, M. 2016. A cross-national study of students' understanding of genetics concepts: Implications from similarities and differences in England and Turkey. Education Research International.

Nabushawo, H., Aguti J.N. & Winterbottom, M. 2016. Unlocking the potential of public libraries in supporting distance learning. Journal of Learning for Development 3(1): 1-13.

Wilson, E., Demetriou, H, & Winterbottom, M. 2012. The quest for perfection in teaching. Science Teacher Education 64: 41-52.

Manson, C. & Winterbottom, M. 2012. Examining the association between cognitive style, gender and degree subject. Educational Studies 38(1): 73-88.

Johnson, N. & Winterbottom, M. 2011. Supporting girls' motivation in science: A study of peer- and self-assessment in a girls-only class. Educational Studies 37(4): 391-403.

Newby, L. & Winterbottom, M. 2011. Can research homework provide a vehicle for assessment for learning in science lessons? Educational Review 63(3): 275-290.

Taber, K.S., Riga, F., Brindley, S., Winterbottom, M., Finney, J. & Fisher, L.G. 2011. Formative conceptions of assessment: trainee teachers' thinking about assessment issues in English secondary schools. Teacher Development 15(2): 171-186.

Galbraith, J. & Winterbottom, M. 2011. Peer tutoring: what's in it for the tutor? Educational Studies 37(3): 321-332.

de Winter, J.A., Winterbottom, M. & Wilson, E. 2010. Developing a user guide to integrating new technologies in science teaching and learning: teachers' and pupils' perceptions of affordances. Technology, Pedagogy and Education 19(2): 261-267.

Stephens, K.P. & Winterbottom, M. 2010. Using a learning log to support students' learning in biology lessons. Journal of Biological Education 44(2): 72-80.

Wilson, E., Demetriou, H. & Winterbottom, M. 2010. Climate change: what needs to be done to motivate and sustain new science teachers. Science Teacher Education 57: 34-43.

Demetriou, H., Wilson, E. & Winterbottom, M. 2009. The role of emotion in teaching: are there differences between male and female newly qualified teachers' approaches to teaching? Educational Studies 35(4): 449-473.

Winterbottom, M. & Wilkins, A. 2009. Lighting and discomfort in the classroom. Journal of Environmental Psychology 29: 63-75.

Winterbottom, M., Smith, S., Hind, S. & Haggard, M. 2008. Understanding similarities and differences between parents' and teachers' construal of children's behaviour. Educational Studies 34(5): 483-510.

Crane, L.E. & Winterbottom, M. 2008. Plants and photosynthesis: implementing peer assessment to help students learn. Journal of Biological Education 42(4): 150-156.

Winterbottom, M., Taber, K.S., Brindley, S., Fisher, L.G., Finney, J. & Riga, F. 2008. Understanding differences in trainee teachers' values and practice in relation to assessment. Teacher Development 12(1): 15-35.

Winterbottom, M., Taber, K.S., Brindley, S., Fisher, L.G., Finney, J. & Riga. 2008. Conceptions of assessment: trainee teachers' practice and values. The Curriculum Journal 19(3): 193-213.

Hennessy, S, Deaney, R., Ruthven, K., and Winterbottom, M. 2007. Pedagogical strategies for using the interactive whiteboard to foster learner participation in school science. Learning, Media and Technology 32(3): 283-301.

Hennessy, S., Wishart, J., Whitelock, D., Deaney, R., Brawn, R., la Velle L., McFarlane, A., Ruthven, K., and Winterbottom M. 2007. Pedagogical approaches for technology-integrated science teaching. Computers and Education 48: 137-152.

Conference proceedings

Winterbottom, M. 2010. Trainee teachers' developing values and practice in relation to assessment. Procedia - Social and Behavioural Sciences 2(2): 1860-1865.

Winterbottom, M. 2009. Trainee teachers' developing conceptions of assessment. Proceedings of the 1st International Conference on Educational Research for Development. Addis Ababa, Ethiopia. 13th-15th May 2009.

Books for teachers and students

de Vries, M., Fletcher, S., Kruse, S., Labudde, P., Lang, M., Mammes, I., Max, C., Muenk, D., Nicholl, B., Strobel, J. & Winterbottom, M. (eds.) 2016. Technology Education Today. Waxmann.

Winterbottom, M. 2016. Teaching and learning biology. In: Science Education: An International Course Companion. K.S. Taber & B. Akpan (eds.). Sense Publishers, Rotterdam.

Riga, F., Winterbottom, M., Harris, E. & Newby, L. 2016. Inquiry-based science education. In: Science Education: An International Course Companion. K.S. Taber & B. Akpan (eds.). Sense Publishers, Rotterdam.

Pollard, A., Black-Hawkins, K., Cliff Hodges, G., Dudley, P., James, M., Linklater, H., Swaffield, S., Swann, M., Turner, F., Warwick, P., Winterbottom, M., Wolpert, M.A. 2014. Reflective Teaching in Schools. Bloomsbury, London.

Demetriou, H., Wilson, E. & Winterbottom, M. 2012. Perfection in teaching...settling for excellence. In: Teacher Education and Pedagogy. M. Evans (ed.). Cambridge University Press, Cambridge.

Winterbottom, M. 2012. Taking a quantitative approach. In: School-Based Research: A Guide for Education Students (2nd Edition). E. Wilson (ed.). Sage, London.

Winterbottom, M. 2011. Transport in organisms. In: Teaching Secondary Biology. M. Reiss (ed.). Hodder Education, London.

Winterbottom, M. 2009. Taking a quantitative approach. In: School-Based Research: A Guide for Education Students. E. Wilson (ed.). Sage, London.

Warwick, P., Wilson, E. & Winterbottom, M. 2006. Considering the place of ICT in developing good practice in primary science. In: Teaching and Learning Primary Science with ICT. P. Warwick, E. Wilson & M. Winterbottom (eds.). Open University Press, Maidenhead.

Warwick, P., Wilson, E. & Winterbottom, M. (eds). 2006. Teaching and Learning Primary Science with ICT. Open University Press, Maidenhead.

Winterbottom, M. 1999. The Non-Specialist Handbook: Teaching Biology to Key Stage 4. Hodder & Stoughton, London.

School textbooks

Busulwa, H. & Winterbottom, M. Recognising the Importance of Ecosystems and their Interactions. Fountain Publishers, Kampala, Uganda.

Ingram, N., Moore, A., Skinner, G. & Winterbottom, M. 2016. Biology for GCSE Combined Science (Foundation) Student Book. OUP, Oxford.

Ingram, N., Moore, A., Skinner, G. & Winterbottom, M. 2016. Biology for GCSE Combined Science (Higher) Student Book. OUP, Oxford.

Ingram, N., Moore, A., Skinner, G., Winterbottom, M., Borley, M., Harden, H., Gardom Hulme, P., Palmer, E., Tiernan, A., Warren, D., Millar, R., Miller, J. & Reynolds, H. 2016. Twenty First Century Science Third Edition Evaluation Pack. OUP, Oxford.

Ingram, N., Moore, A., Skinner, G., Winterbottom, M., Borley, M., Harden, H., Gardom Hulme, P., Palmer, E., Tiernan, A. & Warren, D. 2016. GCSE Biology Student Book (3rd Edition). OUP, Oxford

Millar, R., Miller, J., Reynolds, H. Swinbank, E., Tear, C., Whitehouse, M., Ingram, N. Moore, A., Skinner, G., Winterbottom, M. 2016. Twenty First Century Science: GCSE Combined Science (Foundation) Student Book. OUP, Oxford.

Millar, R., Miller, J., Reynolds, H., Swinbank, E., Tear, C., Whitehouse, M., Ingram, N., Moore, A., Skinner, G., Winterbottom, M., Borley, M., Harden, H., Gardom Hulme, P. 2016. Twenty First Century Science: GCSE Combined Science (Higher) Student Book. OUP, Oxford.

Hocking, S., Sochacki, F. & Winterbottom, M. 2016. OCR A Level Biology Student Book 2. Heinemann, Oxford.

Hocking, S., Sochacki, F., & Winterbottom, M. 2015. OCR A Level Biology Student Book 1. Heinemann, Oxford.

Cogill, A., Gale, P., Hocking, S., Rhodes, P., Winterbottom, M., Llewellyn, R., Saunders, N. & Musa, I. 2010. BTEC Level 2 First Applied Science Teacher Planning Pack. Edexcel, London.

Sochacki, F., Wakefield-Warren, J. & Winterbottom, M. 2009. OCR A2 Biology Teacher Support CD-Rom. Heinemann, Oxford.

Hocking, S., Kennedy, P., Sochacki, F. & Winterbottom, M. 2008. OCR A2 Biology Student Book and Exam Cafe CD-Rom. Heinemann, Oxford.

Sochacki, F., Winterbottom, M. & Wakefield-Warren, J. 2008. OCR AS Biology Teacher Support CD-Rom. Heinemann, Oxford.

Contributor. 2006. Salters-Nuffield Advanced Biology (Books 1 and 2). Heinemann, Oxford.

Bradley, I., Gale, P. & Winterbottom, M. 2004. The Heinemann Science Scheme: Books 1- 3. Pakistan Edition. Heinemann, Oxford.

Chapman, C., Sheehan, M., Stirrup, M. & Winterbottom, M. 2004. Catalyst: A Framework for Success (Teacher Resource Packs 1-3). Heinemann, Oxford.

Chapman, C., Sheehan, M., Stirrup, M. & Winterbottom, M. 2004. Catalyst 3: A Framework for Success (Red and Green). Heinemann, Oxford.

Winterbottom, M. & Jones, C. 2002. Science Scope: Biology. Hodder & Stoughton, London

Winterbottom, M. & Jones, C. 2002. Science Scope: Biology (Teachers' Guide). Hodder & Stoughton, London.

Clements, H., Dawson, B., Lees, D., McDuell, B., Mitchell, S., Tear, C., Winterbottom, M. & Young, S. 2002. The Heinemann Science Scheme: Teacher Resource Pack 3. Heinemann, Oxford

Bradley, I., Tear, C., Winterbottom, M. & Young, S. 2001. The Heinemann Science Scheme: Teacher Resource Pack 1. Heinemann, Oxford.

Bradley, I., Gale, P. & Winterbottom, M. 2002/2001. The Heinemann Science Scheme: Books 1- 3. Heinemann, Oxford.

Biological Research

Winterbottom, M. & Birkhead, T.R. 2003. The red-billed buffalo weaver: observations of anatomy and behaviour. Ostrich 74(3&4): 237-240.

Winterbottom, M., Birkhead, T.R. & Burke, T.A. 2001. The phalloid organ, orgasm and sperm competition in a polygynandrous bird: the red-billed buffalo weaver. Behavioural Ecology and Sociobiology 50(5): 474-482.

Winterbottom, M., Birkhead, T.R. & Burke, T.A. 1999. A stimulatory phalloid organ in a weaver bird. Nature 399: 28.

Winterbottom, M. 1997. Sperm Competition and the Phalloid Organ of the Red-Billed Buffalo Weaver Bird. PhD Thesis, University of Sheffield.

PhD External Examination

May 2010. A Comparative Study of Elementary Teacher Education Curriculum in Tamil Nadu and Kerala. Periyar University, Tamil Nadu, India. D.R. Jasper Ponbala, Sri Sarada College of Education.

September 2012. Pre-Service Teachers' Conceptions of Assessment and Learning Approaches, and their Possible Influence on Assessment Literacy. A.K. Cheng, National Institute of Education, Singapore.

Continuing Professional Development Courses

Classroom design. Bangkok, Thailand. September 2013. Knowledge Source Institute.

Student-centred Learning with ICT. Bangkok, Thailand. September 2013. Knowledge Source Institute.

Cambridge Learner Seminar. Kuala Lumpur, Malaysia & Shanghai, China. March 2013. University of Cambridge International Examinations.

Cambridge Learner Seminar. Karachi, Lahore, Islamabad, Pakistan. February 2013. University of Cambridge International Examinations.

Cambridge Learner Seminar. Damman, Riyadh, and Jeddah, Saudi Arabia. December 2012. University of Cambridge International Examinations.

Cambridge Learner Seminar. Auckland, New Zealand. November 2012. University of Cambridge International Examinations.

Student-centred Learning with ICT. Bangkok, Thailand. September 2012. Knowledge Source Institute.

Global Learner Seminar: Science. Dubai, United Arab Emirates, Kuwait, and Doha, Qatar. April 2012. University of Cambridge International Examinations.

Global Learner Seminar: Science. Cairo, Egypt. November 2011. University of Cambridge International Examinations.

Learner-centered Education in Science. Dhaka, Bangladesh. April 2011. University of Cambridge International Examinations.

Student-centred Education in Science. Abu Dhabi, United Arab Emirates. May 2010. Cambridge International Examinations.

Student-centred Education in Science. Hyderabad, India & Dhaka, Bangladesh. February 2010. Cambridge International Examinations.

Student-centred Education in Science. Amman, Jordan. January 2010. Cambridge International Examinations.

Student-centred Education in Science. Dehradun, India & Colombo, Sri Lanka. October 2009. Cambridge International Examinations.

Using ICT in teaching and learning biology at A level. Cambridge, UK. 2005.

Using ICT in teaching and learning. Woodbridge, UK. 2004.