Mark Winterbottom : Faculty of Education

Position/Status

University Professor of 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
Biology Education Research Group (special interest group of the Royal Society of Biology)

Profile

Mark Winterbottom is a Professor of Education at the Faculty of Education, University of Cambridge. He is Deputy Head of Faculty, he is course manager for the Secondary PGCE as a whole, and leads the science/biology PGCE course, also being biological safety officer for the Faculty. Mark also 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. Mark has taught on undergraduate and Masters programmes.

Mark is a Fellow of the Royal Society of Biology and a Chartered Biologist. He is Editor of the Journal of Biological Education, on the editorial board of the International Journal for Transformative Research, Chair of the judging panel for the Biology Teacher of the Year Award in the UK, and a member of the judging panel for Cambridge University Press’ dedicated teacher awards. He himself was nominated for a student-centred teaching award from the Cambridge University Students' Union. He is a founding member of the Centre of Excellence in Technology Education, and a former Chair of the East Anglian branch of the Royal Society of Biology and the Duke of Edinburgh Award Regional Advisory Board for the Eastern region. He represents the Faculty of Education on the Secondary forum and Management forum of the Universities' Council for the Education of Teachers (UCET). Mark has provided advice to Government, for example as part of the Expert Reference Group for the revisions of the Core Content Framework and Early Career Framework. He is a member of the policy fellows network of the Cambridge Centre for Science and Policy. Mark is external examiner for the MA in Education (Science) at UCL.

Mark's research interests are in science and biology education, both inside and outside the classroom, heritage education, inquiry-based education, teacher education, and classroom environment (with a current focus on air quality as part of the TAPAS network and CO-TRACE and SAMHE projects). He has a large group of PhD students, researching diverse aspects of science education, in both formal and informal contexts, and has been an active participant in the Cambridge-Africa Partnership for Research Excellence. He is a member of the Cambridge Heritage Research Centre, an associate partner of REACH, and guest editor of Heritage Education for Sustainable Development, a special issue of the journal Sustainability. He is also on the steering committee of the Collections-Connections-Communities Strategic Research Initiative of the University. Mark holds a number of externally funded research grants.

Mark contributes to leadership and administration in the Faculty, having been Director of Learning and Teaching, chairing the Secondary PGCE Teaching Team, and EDI committee, and sitting on STINT Planning Committee, Teaching & Learning Committee, Faculty Board, Strategic Planning Committee, Research Committee, Degree Committee, Communications Committee, International Strategy Committee, Senior Post-Holders Liaison Group, Office Heads meeting, and the Secondary PGCE Partnership Standing Committee. Mark has also contributed to the wider university, for example, sitting on the Pilkington Prize Assessment Panel and the Postgraduate Sub-Committee of the School of Humanities and Social Sciences, as well as the University's Inspiring Educator Awards Judging Panel, Postgraduate Admissions Committee, and its Specific Applicant Cases sub-committee.

Mark has authored and contributed to a wide variety of biology textbooks for 11-14, GCSE, A level, and BTEC students, along with a number of books for teachers and Masters students in Education. Publishers include Cambridge University Press, Bloomsbury, Pearson, Hodder, Sage, Corwin, Heinemann, Harcourt, HarperCollins, John Wiley, Waxmann, Optimus and Oxford University Press. Mark is a senior examiner at GCSE and A level, for UK and international qualifications, and regularly runs continuing professional development courses for teachers internationally. He has been involved in a number of biology- and science curriculum-development projects, as well as teacher education and development projects in the UK and around the world. He has acted as an evaluator of programmes, research and academic courses for a range of institutions.

Before working at Cambridge, Mark was Head of Biology in a UK upper school. He undertook his own PGCE at the University of Cambridge, before which he was an explainer at the Natural History Museum, London. He gained his PhD from the University of Sheffield, spending many months following a small bird around the Namibian veld.

Course Involvement

PGCE

Mark is course manager of the Secondary PGCE Course. He has led the Science/Biology course for 20 years. He was Section 1 Examiner, and Link Lecturer and Senior Examiner for over 10 years, and coordinated the Professional Studies course for a total of five years. He has supervised over 350 PGCE biology students.

Masters

Mark has taught on the MEd courses for science teachers, and early career teachers, supervising over 20 MEd students, and five students studying for the MPhil in Educational Research.

PhD

Mark has supervised eleven PhD students, with five current students studying a wide variety of aspects of education, and science education in particular. He has acted as adviser for fifteen PhD students, and final assessor for eight students, either in Cambridge or elsewhere.

EdD

Mark has acted as adviser to four EdD students.

Undergraduate

Mark taught on the undergraduate degree in Education for four years, supervising 12 students' research studies and teaching quantitative methods.

Academic Area/Research Topics

Science education, in and outside the classroom
Learning through inquiry
Teacher education
Heritage education
Classroom environment and children's learning

Prospective PhD Applications

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

Physical characteristics of the classroom environment and impact on learning
Teacher education
Science education, in and outside the classroom
Inquiry-based learning

Current Research Projects

Wellcome Trust Science Learning+: STEM Teens - Examining the role of youth educators as learners and teachers in informal STEM learning sites
Erasmus+: Tinkering EU - Addressing the adults
Cambridge Science Centre: Evaluation of the COSMOS programme
Faculty of Education: Teacher Education Agenda Setting
Alborada Research Fund: Revitalizing cultural heritage education in Uganda - Inquiries into slave trade and slavery
NERC: TAPAS Network - Tackling air pollution at school

Funding

Mark has secured over £1 million of funding, distributed across a number of different grants.

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: Darwin's Correspondence: Using Social Networking to Role Play in the Classroom
The Newton Trust: Teachers' understandings of inquiry based science 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: Contemporary education for the innovators of tomorrow
Cambridge-Africa Alborada Research Fund: Development of Teacher Competencies through Distance Education
Cambridge-Africa Alborada Research Fund: Developing a new science education curriculum to promote sustainability, ecology and the environment
Cogbooks: Adaptive Learning in Science Education
Cambridge-Africa Alborada Research Fund: Developing vocational pedagogy to enhance the learning and teaching of agriculture in African schools and reduce youth unemployment
European Union Horizons Erasmus+: Tinkering EU: Building science capital for all
European Union Horizons Erasmus+: Tinkering EU: Addressing the adults
Cambridge Science Centre: Evaluation of the COSMOS programme
Alborada Research Fund: Revitalizing cultural heritage education in Uganda: Inquiries into slave trade and slavery
ESRC: Impact Acceleration Award (Reviewing the Agriculture Curriculum of Uganda and Ghana)
NERC: TAPAS Network (Tackling air pollution at school)
Faculty of Education: Teacher Education
Arts and Humanities Impact Fund: Building the Indus Civilisation in Minecraft: Digital heritage, alternative pasts, coding, and student imagination

Professional Development, Advisory, Consultancy and Evaluation

Mark is an experienced international consultant, trainer and evaluator, working in over 30 countries since 2009.

Mark has designed and led CPD courses, webinars, podcasts and blogs for teachers across Asia, MENA, Europe, South America and online for the Faculty of Education, Cambridge Assessment International Education, Cambridge University Press, OCR, the Royal Society of Biology, Kings Group, and Knowledge Source Institute. These have included courses on student-centered learning in science, assessment for learning, use of ICT in teaching and learning, practical work in science learning, inquiry-based learning, questioning, talk, dialogic teaching, and more general aspects of teaching and learning.

Mark has also been involved in larger curriculum development and teacher development programmes in the UK, Mongolia, Kazakhstan, Ghana, Egypt, Jordan, Thailand, China, Pakistan, Qatar, Chile and Macedonia, run by the Faculty of Education, Cambridge Assessment International Education (CAIE), Cambridge University Press, the Nuffield Foundation, the Ambright Foundation (China), Centro Estudios de Politicas y Practicas en Educacion (CEPPE) (Chile), and the Queen Rania Foundation (Jordan). He has also acted as a consultant on heritage education projects in Tunisia, with the Virtual Experience Company, funded by the British Council (https://virtualexperience.net/about/). He is an advisor to the Commonwealth Association of Science, Technology and Mathematics Educators (CASTME). He is, or has been, on the advisory board of Pro-MINT Kolleg, a strategic research initiative of Humboldt University in Berlin, the Virtual Experience Company, the International Centre for innovation and Workplace Learning at Dublin City University, and CobaltIED. He has also acted in an advisory capacity to the National Science Learning Centre, the Nuffield Foundation, the Gatsby Foundation, Cambridge University Press, Cambridge Assessment International Education, Wonder World Science, and Science and Plants for Schools.

Mark has acted as an evaluator of programmes, research proposals and academic courses for the Horniman Museum in London, the Gurdon Institute in Cambridge, the Faraday Insitute, the Estonian Research Council, the European Union, the Qatar National Research Fund, and St Patrick's College, Dublin City University. He has also acted as an external contributor to the academic recruitment or promotions exercise on behalf of King's College London, University College London, the National Research Foundation, South Africa, the University of Malta, and Bilkent University.

Publications and Conferences

Educational research

Law, F., Joy, A., McGuire, L., Mathews, C., Balkwill, F., Burns, K., Butler, L., Drews, M., Fields, G., Mulvey, K.L., Winterbottom, M., Barreto, M., Hartstone-Rose, A., and Rutland, A. In Prep. Children's engagement with gender matched and mismatched educators in Informal Science Learning Sites.

Law, F., Hoffman, A.J., McGuire, L., Zhao, M., Joy, A., Marlow, C., Deutsch, A., Ozturk, E., Matthews, C. J., Balkwill, F., Burns, K. P., Butler, L., Drews, M., Fields, G., Smith, H., Barreto, M., Winterbottom, M., Mulvey, K. L., Hartstone-Rose, A., Rutland, A. In Prep. Thriving in STEM: How belonging and growth mindset fuel science motivation in adolescent girls.

Mathews, C.J., Zhao, M., McGuire, L., Hoffman, A.J., Joy, A. Law, F., Deutsch, A., Balkwill, F., Fields, G., Butler, L., Burns, K., Smith, H., Drews, M., Bashor, R., Winterbottom, M., Rutland, A., Hartstone-Rose, A. & Mulvey, K.L. Submitted. Perceptions of STEM barriers in adolescence: Examining math interest, science interest, and STEM identity at informal science learning sites. Youth and Society.

Marlow, C.S., Joy, A., Deutsch, A.R., Ozturk, E., Mathews, C.J., Law, F., Zhao, M., Balkwill, F., Burns, K., Butler, L., Drews, M., Fields, G., Smith, H., Hartstone-Rose, A., Hoffman, A., McGuire, L., Rutland, A., Winterbottom, M., Mulvey, K.L. Submitted. Pathways to STEM career interests: age, gender, gender social identification and occupational values. Journal of Research on Adolescence.

Ozturk, E., Zhao, M., Joy, A., Marlow, C. Law, F. Deutsch, A. Mathews, C., Hoffman, A.J., McGuire, L., Winterbottom, M., Balkwill, F., Burns, K., Butler, L., Drews, M., Fields, G., Smith, H., Rutland, A., Hartstone-Rose, A., Mulvey, K.L. Submitted. Gender Differences in Math Growth Mindset and Math-Intensive Career Interests: Understanding the Roles of Math Motivation, Math Interest, and Perceived Parental Support. Journal of Vocational Behaviour.

Ozturk, E., Zhao, M., Joy, A., Marlow, C., Law, F., Deutsch, A., Matthews, C., Hoffman, A., McGuire, L., Winterbottom, M., Balkwill, F., Burns, K., Butler, L., Drew, M., Fields, G., Smith, H., Rutland, A., Hartstone-Rose, A., Mulvey, K.L. 2024. The relations between growth mindset, motivational beliefs and career interest in math intensive fields in informal STEM youth programs. PLOS ONE 19(4): e0294276. doi.org/10.1371/journal.pone.0294276

Ozturk, E., Zhao, M., Hoffman, A.J., Joy, A., Marlow, C.S., Law, F., Deutsch, A.R., Mathews, C.J., McGuire, L., Balkwill, F., Burns, K., Butler, L., Drews, M., Fields, G., Smith, H., Winterbottom, M., Rutland, A., Hartstone-Rose, A. & Mulvery, K.L. 2024. Developmental Trajectories of Adolescents’ Math Motivation: The Role of Mindset and Perceptions of Informal STEM Learning Site Inclusivity. Journal of Youth and Adolescence. doi.org/10.1007/s10964-024-01949-0

Villias, G., and Winterbottom, M. 2024. Facilitating the practice of 4C skills in biology education through educational escape rooms. In: Korfiatis, K., Grace, M., Hamman, M. (eds) Shaping the Future of Biological Education Research: Selected papers from the ERIDOB 2022 Conference. Springer, Cham. doi.org/10.1007/978-3-031-44792-1_5

Zhao, M., Ozturk, E., Law, F., Joy A., Deutsch, A.R., Marlow, C.S., Mathews, C.J., McGuire, L., Hoffman, A.J., Balkwill, F., Burns, K.P., Butler, L., Drews, M., Fields, G., Smith, H. Winterbottom, M., Mulvey, K.L., Hartstone-Rose, A., & Rutland, A. 2023. Reciprocal Associations Between Science Efficacy, STEM Identity and Scientist Career Interest Among Adolescent Girls within the Context of Informal Science Learning. Journal of Youth and Adolescence. doi: 10.1007/s10964-023-01868-6

McGuire, L., Marlow, C., Hoffman, A.J., Joy, A.J., Law, F., Hartstone-Rose, A., Rutland, A., Winterbottom, M., Balkwill, F., Burns, K.P., Butler, L., Fields, G., Mulvey, K.L. 2023. Children’s and adolescents’ evaluations of wealth-related STEM inequality. Social Development 33(1). doi: 10.1111/sode.12710

Hoffman, A.J., McGuire, L., Mathew, C., Joy, A., Law, F., Drews, M., Rutland, A, Hartstone-Rose, A., Winterbottom, M., Mulvey, K.L. 2023. The importance of trust in the relation between COVID-19 information from social media and well-being among adolescents and young adults. PLOS ONE 18(3): e0282076. doi: 10.1371/journal.pone.0282076.

Cheung, K. and Winterbottom, M. 2023. Students’ integration of textbook representations into their understanding of photomicrographs: epistemic network analysis. Research in Science and Technological Education 41(2): 544-563. doi: 10.1080/02635143.2021.1920382.

Joy, A., Mathews, C.J., Zhao, M., Law, F., McGuire, L., Hoffman, A.J., Balkwill, F., Burns, K.P., Butler, L., Drews, M., Fields, G., Smith, H., Winterbottom, M., Rutland, A., Hartstone-Rose, A. and Mulvey, K.L. 2023. Interest, mindsets and engagement: Longitudinal relations in science orientations for adolescents in informal science programs. Journal of Youth and Adolescence 52(5): 1088-1099. doi: 10.1007/s10964-023-01734-5

Zhao, M., Mathews, C.J., Mulvey, K.L., Hartstone-Rose, A., McGuire, L., Hoffman, A.J., Winterbottom, M., Joy, A., Law, F., Balkwill, F., Burns, K.P., Butler, L., Drews, M., Fields, G., Smith, H., and Rutland, A. 2023. Promoting diverse youth's career development through informal science learning: The role of inclusivity and belonging. Journal of Youth and Adolescence 52: 331-343. doi: 10.1007/s10964-022-01694-2

McGuire, L., Hoffman, A.J., Mulvey, K.L., Hartstone-Rose, A., Winterbottom, M., Joy, A., Law, F., Balkwill, F., Burns, K., Butler, L., Drews, M., Fields, G., Smith, H. and Rutland, A. 2022. Gender stereotypes and peer selection in STEM domains among children and adolescents. Sex Roles 87: 455-470. doi: 10.1007/s11199-022-01327-9

Mulvey, K.L., McGuire, L., Mathews, C., Hoffman, A., Law, F., Joy, A., Hartstone-Rose, A., Winterbottom, M., Balkwill, F., Fields, G., Butler, L., Burns, K., Drews, M., Rutland, A. 2022. Preparing the next generation for STEM: Adolescent profiles encompassing math and science motivation and interpersonal skills and their associations with identity and belonging. Youth and Society. doi: 10.1177/0044118X221085296

Winterbottom, M. 2022. Biological Education in the age of Covid: Taking a global perspective. Journal of Biological Education 56(2): 121.

Mathews, C.J., McGuire, L., Joy, A.J., Law, F. Winterbottom, M., Rutland, A., Mulvey, K.L., Drews, M. & Hartstone-Rose, A. 2021. Assessing adolescents’ critical health literacy: How is trust in government leadership associated with knowledge of COVID-19? PLOS ONE 16(11): e0259523. doi: 10.1371/journal.pone.0259523

Winterbottom, M. 2021. Why are universities so important for teacher education? Journal of Biological Education 55(5):459-460. doi: 10.1080/00219266.2021.2004757.

Cheung, K. and Winterbottom, M. 2021. Exploring students' visualisation competence with photomicrographs of villi. International Journal of Science Education 43(14): 2290-2315. doi: 10.1080/09500693.2021.1959958

McGuire, L., Hoffman, A.J., Mulvey, K.L., Winterbottom, M., Balkwill, F., Burns, K.P., Chatton, M., Drews, M., Eaves, N., Fields, G.E., Joy, A., Law, F., Rutland, A. and Hartstone-Rose, A. 2021. Impact of youth and adult informal science educators on youth learning at exhibits. Visitor Studies 25(1): 41-59. doi: 10.1080/10645578.2021.1930467

Winterbottom, M. 2021. Teaching and learning about risk. Journal of Biological Education 55(3): 223.

Law, F., McGuire, L. Winterbottom, M., Rutland, A. 2021. Children's gender stereotypes in STEM following a one-shot growth mindset intervention in a science museum. Frontiers in Psychology: 641695. doi.org/10.3389/fpsyg.2021.641695

Joy, A., Law, F., McGuire, L., Mathews, C., Hartstone-Rose, A., Winterbottom, M., Rutland, Al., Fields, G. and Mulvey, K.L. 2021. Understanding parents' roles in children's learning and engagement in informal science learning sites. Frontiers in Psychology 12: 635839. doi: 10.3389/fpswg.2021.635839.

McGuire, L., Monzavi, T., Hoffman, A.J., Law, F., Irvin, M.J., Winterbottom, M., Hartstone-Rose, A., Rutland, A., Burns, K.P., Butler, L., Drews, M., Fields, G., & Mulvey, K.L. 2021. Science and Math interest and gender stereotypes: The role of educator gender in informal science learning sites. Frontiers in Psychology: 12:503237. doi: 10.3389/fpsyg.2021.503237.

Winterbottom, M. 2021. What have we learned? Journal of Biological Education 55(2): 106.

Winterbottom, M. 2021. A renewed purpose? Journal of Biological Education 55(1): 1.

Hoffman, A., McGuire, L., Rutland, A., Hartstone-Rose, A., Irvin, M., Winterbottom, M., Balkwill, F., Fields, G. and Mulvey, K.L. 2021. The relations and role of social competencies and belonging with math and science interest and efficacy for adolescents in informal STEM programs. Journal of Youth and Adolescence 50: 314-323. doi: 10.1007/s10964-020-01302-1

Mulvey, K.L., McGuire, L., Hoffman, A., Hartstone-Rose, A., Winterbottom, M., Balkwill, F., Fields, G., Burns, K., Drews, M., Chatton, M., Eaves, N., Law, F., Joy, A., Rutland, A. 2020. Learning hand in hand: Engaging in research-practice partnerships to advance developmental science. New Directions for Child and Adolescent Development 2020(172): 125-134. doi: 10.1002/cad.20364

Mulvey, K.L., McGuire, L., Hoffman, A.J., Goff, E., Rutland, A., Winterbottom, M., Balkwill, F., Irvin, M., Fields, G.E., Burns, K., Drews, M., Law, F., Joy, A., and Hartstone-Rose, A. 2020. Interest and learning in informal science learning sites: Differences in experiences with different types of educators. PLOS ONE 15(7): e0236279.

Winterbottom, M. 2020. When evidence becomes crucial. Journal of Biological Education 54(3): 225.

Winterbottom, M. 2020. Concept mapping and the importance of dialogue. Journal of Biological Education 54(1): 1-2.

McGuire, L., Mulvey, K.L., Goff, E., Irvin, M., Winterbottom, M., Hartstone-Rose, A. and Rutland, A. 2020. Stem gender stereotypes from early childhood through adolescence at informal science centres. Journal of Applied Developmental Psychology 67: 101109. doi: 10.1016/j.appdev.2020.101109

Di Giuseppantonio Di Franco, P., Winterbottom, M., Galeazzi, F. and Gogan, M. 2019. Ksar Said: Building Tunisian young people's critical engagement with their heritage. Sustainability 11(5).

Harris, E. and Winterbottom, M. 2018. Why do parrots talk? Co-investigation as a model for promoting family learning through conversation in a natural history gallery. Journal of Biological Education 52(1) 89-100. 10.17863/CAM.18815.

Nabushawo H.M., Aguti, J.N. & Winterbottom, M. 2018. Effectiveness of Study Centres in Supporting Open and Distance Learning at Makerere University. Makerere Journal of Higher Education 10(1): 45-59.

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 5: 415-426.

Okiror J.J., Hayward, G. and Winterbottom, M. 2017. Enhancing students' engagement in vocational 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 empathising, systemising, degree subject and gender. 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 presentations

Law, F., Hoffman, A.J., McGuire, L., Zhao, M., Joy, A., Marlow, C., Deutsch, A., Ozturk, E., Mathews, C., Barreto, M., Winterbottom, M., Mulvey, K.L., Hartstone-Rose, A., Rutland, A. 2024. Thriving in STEM: How belonging and growth mindset fuel science motivation in adolescent girls. Network Gender and STEM Conference. Heidelberg, Germany. July 2024.

Ozturk, E., Zhao, M., Hoffman, A., Joy, A., Marlow, C.S., Law, F., Deutsch, A., Mathews, C., McGuire, L., Balkwill, F., Burns, K., Butler, L., Drews, M., Fields, G., Smith, H., Winterbottom, M., Rutland, A., Hartstone-Rose, A. & Mulvery, K.L. 2024. The Effects of Mindset and Inclusivity on Longitudinal Trajectories of Math Motivation in Informal STEM Youth Programs. American Educational Research Association Annual Meeting. Pittsburgh, USA. April 2024.

Villias, G. & Winterbottom, M. 2023. Educational escape rooms: design, implementation and impact analysis of immersive, problem-solving learning experiences in science education. The 15th Biennial Conference of the European Science Education Research Association, Cappadocia, Turkey. August-September 2023.

Villias, G. & Winterbottom, M. 2023. Using a mixed method research design to evaluate the learning impact of educational escape rooms. The 15th Biennial Conference of the European Science Education Research Association, Cappadocia, Turkey. August-September 2023.

Law, F., McGuire, L., Winterbottom, M., Rutland, A. 2023. Children's gender stereotypes in STEM ability following a growth mindset intervention. The 20th Biennial EARLI Conference for Research on Learning and Instruction, Thessaloniki, Greece. August 2023.

Ozturk, E., Zhao, M., Joy, A., Law, F., Marlow, C., Matthews, C., Hoffman, A., McGuire, L., Balkwill, F., Burns, K., Butler, L., Drews, M., Fields, G., Smith, H., Winterbottom, M., Rutland, A., Hartstone-Rose, A., Mulvey, K.L., Deutsch, A. 2023. Pathways from math growth mindset to math intensive science career interest: Evidence from a longitudinal cohort study of adolescents in informal science programs. APA Conference, Washington D.C., USA. August 2023.

Zhao, M., Mathews, C., Mulvey, K.L., Hartstone-Rose, A., McGuire, L., Hoffman, A., Winterbottom, M., Joy, A., Law, F., Balkwill, F., Burns, K., Butler, L., Drews, E., Fields, G., Smith, H. & Rutland, A. 2023. Promoting diverse youth's career development through informal science learning: The role of inclusivity and belonging. 19th General Meeting of the European Association of Social Psychology, Krakow, Poland. June/July 2023.

Law, F., McGuire, L., Hoffman, A.J., Mulvey, K.L., Joy, A., Hartstone-Rose, A., Winterbottom, M., Balkwill, F., Rutland, A. 2023. Relations between children’s and adolescents’ gender stereotypes and biases surrounding science, technology, engineering, and math (STEM). 19th General Meeting of the European Association of Social Psychology, Krakow, Poland. June/July 2023.

Joy, A., Mathews, C., Law, F., McGuire, L., Hoffman, A., Balkwill, F., Burns, K., Butler, L., Drews, M., Smith, H., Winterbottom, M., Rutland, A., Hartstone-Rose, A., Mulvey, K.L. 2023. Interest, mindsets and engagement: Longitudinal relations in science orientations for adolescents in informal science programs. SRCD Biennial Meeting, Salt Lake City, USA. March 2023.

Zhao, M., Mathews, C., Mulvey, K.L., Hartstone-Rose, A., McGuire, L., Hoffman, A., Winterbottom, M., Joy, A., Law, F., Balkwill, F., Burns, K., Butler, L., Drews, E., Fields, G., Smith, H. & Rutland, A. 2023. Promoting diverse youth's career development through informal science learning: The role of inclusivity and belonging. SRCD Biennial Meeting, Salt Lake City, USA. March 2023.

Villias, G., Winterbottom, M. 2022. Educational escape rooms: Exploring the use of engaging problem-solving learning activities in science education. ERIDOB, Nicosia, Cyprus. August 2022.

Law, F., McGuire, L., Hoffman, A.J., Mulvey, K.L., Hartstone-Rose, A., Winterbottom, M., Joy, A., Balkwil, F. Rutland, A. 2022. Gender stereotypes and peer inclusion in science, technology, engineering and mathematics across childhood and adolescence. Network Gender & STEM Conference. Neubiberg, Germany. July 2022.

Law, F., Joy, A., McGuire, L., Winterbottom, M., Mulvey, K. L., Hartstone-Rose, A., Hoffman, A. J., Matthews, C., Rutland, A. 2022. Children’s Engagement with Educators at Informal STEM Learning Sites. International Society for the Study of Behavioural Development (ISSBD) Biennial Meeting. Rhodes, Greece. June 2022.

Law, F., Joy, A., McGuire, L., Winterbottom, M., Mulvey, K.L., Hartstone-Rose, A., Hoffman, A., Mathews, C., Rutland, A. 2022. Children's engagement with parents and educators at informal STEM learning sites. American Educational Research Association Annual Meeting. San Diego, USA. April 2022.

Xanthoudaki, M., Winterbottom, M., Harris, E. 2021. Collaboration, co-design and reflective practice with teachers to foster more inclusive and equitable practice. Reflections from the "Tinkering EU: Building Science Capital for All" project. Inclusion in learning: Learning from Erasmus+ seminar. Online. October 2021.

Law, F., McGuire, L., Winterbottom, M., Rutland, A. 2021. Growth mindset intervention in a science museum: Children’s gender stereotypes beliefs about STEM ability following a growth mindset intervention. European Association for Developmental Psychology Conference (EADP). Virtual. September 2021.

Law, F., McGuire, L., Winterbottom, M., Rutland, A., 2021. Growth mindset intervention in a science museum: Mindset and children’s gender-stereotypical beliefs about STEM ability. British Educational Research Association Conference. Virtual. September 2021.

Law, F., McGuire, L., Winterbottom, M., Rutland, A. 2021. Children’s gender stereotypes beliefs
about STEM ability following a growth mindset intervention in a science museum. British Psychological Society Developmental Section Annual Conference, Virtual. September 2021.

Karnezou, M., de Pijper, I., Xanthoudaki, M., Winterbottom, M. 2021. Inclusive tinkering through collaboration and co-design. Ecsite Conference. Online. June 2021.

Law F., McGuire L., Winterbottom M., Rutland A. 2021 Growth mindset intervention in a science museum: Challenging gender stereotypical beliefs about STEM abilities. Kaleidoscope Conference. Online. June 2021.

McGuire, L., Hoffman, A., Mulvey, K.L., Hartstone-Rose, A., Winterbottom, M., Joy, A., Law, F., Balkwill, F., Burns, K., Chatton, M., Drews, M., Eaves, N., Fields, G., Rutland, A. 2021. Gender stereotypes and peer evaluation in science, technology, engineering and mathematics across childhood and adolescence. Society for Research in Child Development Conference. Online. April 2021.

Joy, A., Law, F., Mulvey, K.L., Rutland, A., Hartstone-Rose, A., McGuire, L., Balkwill, F., Burns, K., Chatton, M., Drews, M., Eaves, N., Fields, G., and Winterbottom, M. 2021. Associations of science and math engagement for adolescents in youth programs at informal STEM learning sites. Society for Research in Child Development Conference. Online. April 2021.

Joy, A., Law, F., Mulvey, K.L., Rutland, A., Hartstone-Rose, A., McGuire, L., Burns, K., Drews, M., Fields, G., Winterbottom, M. 2021. Understanding parents' and educators' roles in children's learning and engagement in informal STEM learning sites. Society for Research in Child Development Conference. Online. April 2021.

Winterbottom, M., Xanthoudaki, M., de Pijper, I, D'Arcy, G., Mahve-Beydokhti, M. 2020. Tinkering at school: reflections from museum-teacher partnerships. Ecsite Conference. Ljubljana, Slovenia. June 2020.

Winterbottom, M. & di Giuseppantonio di Franco, P. 2019. New technologies transforming access and visualisation of heritage. Hidden Connections: A knowledge exchange workshop. Cambridge, UK. December 2019.

di Giuseppantonio di Franco, P., Winterbottom, M., Galeazzi, F. & Gogan, M. 2019. Ksar es Said: Building Tunisian young people's engagement with their heritage. 47th Conference of Computer Applications and Quantitative Methods in Archaeology. Krakow, Poland. 23rd - 26th April, 2019.

Law, F., McGuire, L., Winterbottom, M. and Rutland, A. 2019. The brain can grow? A one-shot growth mindset intervention in an interactive science show. CLES Conference. University of Exeter, UK. November, 2019.

Law, F., McGuire, L., Goff, E., Mulvey, K.L., Irvin, M., Winterbottom, M., Hartstone-Rose, A., & Rutland, A. 2019. The effect of social interaction on children’s science knowledge within informal science learning sites. European Conference on Developmental Psychology. Athens, Greece. August, 2019.

Rutland, A., McGuire, L., Jefferys, E. Goff, E., Mulvey, K.L., Irvin, M., Winterbottom, M., Hartstone-Rose, A. 2019. Developmental trends and social inequality around science: Children’s gender stereotypes and evaluation of group deviants. European Conference on Developmental Psychology. Athens, Greece. August, 2019.

Winterbottom, M., McGregor Jacobides, E., Mehta, D., Natmessnig, A. & van Breemen, M. 2018. 21st century skills: what mechanisms foster them? Ecsite Conference. Geneva, Switzerland. June 2018.

Okiror, J.J., Hayward, G., Winterbottom, M. 2018. Will a system-changing approach to curriculum policy tackle youth unemployment in Africa? Lessons From past educational reforms in Uganda. European Conference on Education, Brighton, UK. June/July 2018.

McGuire, L., Goff, E., Mulvey, K.L., Irvin, M., Winterbottom, M., Hartstone-Rose, A. and Rutland, A. 2018. STEM attitudes and knowledge: The effect of youth volunteers in informal science learning sites. Part of 'Engaging youth in informal science learning sites' symposium. American Psychological Association Annual Conference. San Francisco, California, USA. August, 2018.

Xanthoudaki, M., Winterbottom, M., van der Meer, H., Schloegl, J. Buratti, S., Roberts, E. & Varga, E. 2017. Training in tinkering: a new learning methodology? Ecsite Conference. Porto, Portugal. June 2017.

Harris, E. & Winterbottom, M. 2016. Why do Parrots talk? Co-investigation as a model for promoting family learning through conversation in a natural history gallery. European Researchers in Didactics of Biology Conference. Karlstad, Sweden. 5th-9th September 2016.

Nabushawo H.M., Aguti, J.N. & Winterbottom, M. 2015. Learner Support in Distance Education: Unlocking the Potential of Public Libraries in Supporting Teaching and Learning in Open and Distance Learning. European Distance and E-Learning Network Annual Conference. Barcelona, Spain. 9th-12th June 2015.

Busulwa, H. & Winterbottom, M. 2015. Discovering the wealth in understanding ecosystems interactions. Ecosystem Services for Poverty Alleviation Annual Science Conference. London, UK. 25th-26th November 2015.

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., Winterbottom, M., Wilson, E. 2010. Developing a user guide to using new technologies in science teaching and learning: professional development and initial teacher education. IADIS Mobile Learning 2010 Conference. 19-21 March 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.

Hennessy, S., Deaney, R., Ruthven, K. & Winterbottom, M. 2005. Situated expertise in technology-integrated science teaching: mediating learning and adapting to constraints. Virtual Learning? The Computer Assisted Learning (CAL) Conference, Bristol, UK. 3rd-5th April 2005.

Invited talks & keynotes

Winterbottom, M. 2023. The change in philosophies and paradigms of education. 3rd Istanbul Education Summit. Istanbul, Turkey. 17th November 2023.

Winterbottom, M. 2023. What is the purpose of science education? What might this mean for biology education and biology education research? And why is biology teacher education research essential? Perspectives from England. Internationale Tagung der Fachsektion Didaktik der Biologie (FDdB) im VBIO. Ludwigsburg, Germany. 20th September 2023.

Winterbottom, M. 2023. Positive teachers, positive students, positive classrooms. Cambridge Principals' Forum. Orlando, USA. 24th June 2023.

Winterbottom, M. 2023. Building young people's critical engagement with their heritage through digital technologies. British Tunisian Society. London, UK. 18th May 2023.

Winterbottom, M. 2023. What is science education for? Inaugural meeting of the Humboldt-Pro-MINT Kolleg Interdisciplinary Centre for STEM education. Berlin, Germany. 24th April 2023.

Winterbottom, M. 2023. Positive teachers, positive students, positive classrooms. Cambridge Principals' Forum. Islamabad, Pakistan. 23rd February 2023.

Winterbottom, M. 2023. Positive teachers, positive students, positive classrooms. Cambridge Principals' Forum. Lahore, Pakistan. 22nd February 2023.

Winterbottom, M. 2023. Positive teachers, positive students, positive classrooms. Cambridge Principals' Forum. Karachi, Pakistan. 20th February 2023.

Winterbottom, M. 2023. Positive teachers, positive students, positive classrooms. Cambridge Principals' Forum. Cairo, Egypt. 15th February 2023.

Winterbottom, M. 2023. Positive teachers, positive students, positive classrooms. Cambridge Principals' Forum. Amman, Jordan. 13th February 2023.

Winterbottom, M. 2023. Positive teachers, positive students, positive classrooms. Cambridge Principals' Forum. Doha, Qatar. 12th February 2023.

Winterbottom, M. 2023. Teaching secondary biology. Association for Science Education Conference. January 2023.

Winterbottom, M. 2022. Positive teachers, positive students, positive classrooms. Cambridge Schools Conference. Cambridge. 24th-25th September 2022.

Winterbottom, M. 2022. Evolution Education: A Socio-Scientific Issue in Israel. A response. Science Education in Diverse Cultural and Religious Contexts. Hybrid International Workshop. Technion, University of Haifa, Israel. 30th-31st May 2022.

Winterbottom, M., Cutler, M., Ingram, N. & Moore, A. 2021. Teaching secondary biology. Association for Science Education Summer Conference. June 2021.

Winterbottom, M. & Reiss, M. 2020. Teaching biology book editors' discussion. Association for Science Education Conference. Reading, UK. January 2020.

Winterbottom, M. 2019. Engaging with learning. Elements for effective teaching. CLS Annual Conference. Cambridge, UK. 10th September 2019.

Winterbottom, M. 2019. Thinking about learning in the classroom. Cambridge International Day Conference. Istanbul, Turkey. 27th April, 2019.

Winterbottom, M. 2017. Problem solving through inquiry: improving teaching and learning. Unleashing Problem Solvers. Conference of the International Schools of Sri Lanka. Colombo, Sri Lanka. 17th-19th November 2017.

Winterbottom, M. 2017. Leading learning in the classroom. Cambridge Schools Conference. Hong Kong. 2nd-3rd May 2017.

Winterbottom, M. 2017. Reflective practitioners. Pakistan Schools Conference. Karachi, Pakistan. 29th March 2017.

Winterbottom, M. 2016. Understanding inquiry. MENA Science Festival. Dubai, Muscat, Amman and Cairo. 11th-17th November 2016.

Winterbottom, M. 2015. Active learning. Cambridge Schools Conference. Cambridge. 13th September 2015.

Gilderdale, C. & Winterbottom, M. 2014. Inspiring teaching: learning lessons from maths and science. Cambridge Schools Conference. Colombo, Sri Lanka. 4th-5th December 2014.

Gilderdale, C. & Winterbottom, M. 2014. Inspiring teaching: learning lessons from maths and science. Cambridge Schools Conference. Cambridge, UK. 4th-5th September 2014.

Conference proceedings

Harris, E. & Winterbottom, M. 2016. Why do Parrots talk? Co-investigation as a model for promoting family learning through conversation in a natural history gallery. Challenges in Biology Education Research. European Researchers in Didactics of Biology Conference Proceedings. Karlstad, Sweden. 5th-9th September 2016: 288-289.

Nabushawo H.M., Aguti, J.N. & Winterbottom, M. 2015. Learner Support in Distance Education: Unlocking the Potential of Public Libraries in Supporting Teaching and Learning in Open and Distance Learning. European Distance and E-Learning Network (EDEN) Conference Proceedings 2015: 679-689.

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.

Reports

Harris, E., Winterbottom, M. 2021. Adult learning through tinkering. A toolkit for informal science learning educators working with disadvantaged and underserved communities. Tinkering: Addressing the adults. Funded with the support of the Erasmus+ Programme of the European Union.

Harris, E., Winterbottom, M., de Pijper, I., Mignan, V., Xanthoudaki, M. 2020. A theoretical and methodological framework. Tinkering: Addressing the adults. Funded with the support of the Erasmus+ Programme of the European Union.

Harris, E., Winterbottom, M., Xanthoudaki, M. 2020. Tinkering as an inclusive approach for building STEM identity and supporting students facing disadvantage or with low science capital: Considerations from a reflective practice experience with teachers. Tinkering: Building Science Capital for All. Funded with the support of the Erasmus+ Programme of the European Union.

Harris, E., Winterbottom, M., Xanthoudaki, M. 2018. Tinkering and science capital: ideas and perspectives. Tinkering: Building Science Capital for All. Funded with the support of the Erasmus+ Programme of the European Union.

Harris, E., Winterbottom, M., Xanthoudaki, M., Calcagnini, S., de Pijper, I. 2016. Tinkering: A practitioner guide for developing and implementing tinkering activities. Tinkering: Contemporary education for the innovators of tomorrow. Funded with the support of the Erasmus+ Programme of the European Union.

Dutton, E., Riga, F., Winterbottom, M., Regan, E., Willison, J., Vergou, A., Kapelari, S. 2013. INQUIRE: A review of the literature on Inquiry-based Science Education in outdoor contexts. London: BGCI.

Books, chapters and articles for teachers and students

Reiss, M. & Winterbottom, M. 2023. Teaching secondary biology. School Science Review 104 (387): 19-23.

Winterbottom, M. 2022. Time to protect teacher training. Biologist 69(1): 7

Winterbottom, M. & Jenkins, D. 2021. Transport. In: Teaching Secondary Biology. Reiss, M. & Winterbottom, M. (eds). Hodder, London.

Reiss, M. & Winterbottom, M. 2021. The principles behind secondary biology teaching. In: Teaching Secondary Biology. Reiss, M. & Winterbottom, M. (eds). Hodder, London.

Reiss, M. & Winterbottom, M. 2021. Teaching Secondary Biology (Third edition). Hodder, London.

MacGregor Jacobides, E. & Winterbottom, M. 2020. Tinkering with technology education. In: The Impact of Technology Education: International Insights. de Vries, M., Fletcher, S., Kruse, S., Labudde, P., Lang, M., Mammes, I., Max, C., Muenk, D., Nicholl, B., Strobel, J. & Winterbottom, M. (eds). Waxmann, Munster.

de Vries, M., Fletcher, S., Kruse, S., Labudde, P., Lang, M., Mammes, I., Max, C., Muenk, D., Nicholl, B., Strobel, J. & Winterbottom, M. (eds.) 2020. The Impact of Technology Education: International Insights. Waxmann, Munster.

Borthwick, A., Ellis, P. and Winterbottom, M. 2020. The Trainer Toolkit: A Guide to Delivering Training in School. Corwin, Thousand Oaks, CA.

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. 2018. Reflective Teaching in Schools (5th Edition). Bloomsbury, London.

de Vries, M., Fletcher, S., Kruse, S., Labudde, P., Lang, M., Mammes, I., Max, C., Muenk, D., Nicholl, B., Strobel, J. & Winterbottom, M. (eds.) 2018. Research in Technology Education: International Approaches. Waxmann, Munster.

Winterbottom, M. & de Winter, J. 2017. Approaches to Teaching and Learning Science. Cambridge University Press, Cambridge.

Winterbottom, M. 2017. Taking a quantitative approach. In: School-Based Research: A Guide for Education Students (3rd Edition). E. Wilson (ed.). Sage, London.

Banner, I. & Winterbottom, M. 2016. Biology session guides 11-16. In: Enhancing Learning with Effective Practical Science 11-16. I. Abrahams & M.J. Reiss (eds.). Bloomsbury, London.

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: International Perspectives. Waxmann, Munster.

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 (3rd Edition). Bloomsbury, London.

Wilson, E., Demetriou, H., & Winterbottom, M. 2012. The quest for perfection in teaching. Science Teacher Education 64: 40-52.

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.

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.

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

Winterbottom, M. 2007. Promoting opportunity and inclusion. In: Into Teaching: Part 15. R. Trend (ed.). Optimus Publishing, 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. 2006. Safeguarding pupils. In: Into Teaching: Part 13. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2006. Your new professional duties. In: Into Teaching: Part 11. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2006. Legal issues from ITT to NQT. In: Into Teaching: Part 10. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2006. Becoming qualified and starting your career. In: Into Teaching: Part 9. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2006. Children's welfare: the legal background. In: Into Teaching: Part 7. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2006. Duty of care. In: Into Teaching: Part 6. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2006. The quality classroom. In: Into Teaching: Part 6. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2005. High quality learning resources. In: Into Teaching: Part 4. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2005. Teachers as professionals. In: Into Teaching: Part 3. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2005. A first look at legal aspects. In: Into Teaching: Part 2. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2005. Resources: Making a start. In: Into Teaching: Part 2. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2005. Legal and contractual issues. In: Into Teaching: Introduction to the Standards. R. Trend (ed.). Optimus Publishing, London.

Winterbottom, M. 2005. Resources. In: Into Teaching: Introduction to the Standards. R. Trend (ed.). Optimus Publishing, London.

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: Book 3. Pakistan Edition. Heinemann, Oxford.

Bradley, I., Gale, P. & Winterbottom, M. 2004. The Heinemann Science Scheme: Book 2. Pakistan Edition. Heinemann, Oxford.

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

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

Chapman, C., Sheehan, M., Stirrup, M. & Winterbottom, M. 2004. Catalyst: A Framework for Success (Teacher Resource Pack 2). Heinemann, Oxford.

Chapman, C., Sheehan, M., Stirrup, M. & Winterbottom, M. 2004. Catalyst: A Framework for Success (Teacher Resource Pack 1). 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. The Heinemann Science Scheme: Book 3. Heinemann, Oxford.

Bradley, I., Gale, P. & Winterbottom, M. 2001. The Heinemann Science Scheme: Books 2. Heinemann, Oxford.

Bradley, I., Gale, P. & Winterbottom, M. 2001. The Heinemann Science Scheme: Books 1. 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. & Siebenrock, K.-H. 2000. Fights and infedility. Cage and Aviary Birds April 22nd, 2000: 14.

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

Winterbottom, M. 1998. The mating game in the red-billed buffalo weaver. Africa: Birds and Birding 3(3): 19.

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

Winterbottom, M. 1995. The inside story on buffalo weavers. Roan News: Journal of the Namibian Environment and Wildlife Society July 1995: 13-14.

Winterbottom, M. 1992. Why do cock pheasants crow? Game Conservancy Review 24:85.

Media

VR technology revives lost archaeological marvels from the Middle East. The New Arab. 28th August 2020. https://english.alaraby.co.uk/english/society/2020/8/28/vr-technology-revives-archaeological-marvels-from-the-middle-east

Tinkering and making: from practising to reflecting. Spokes Magazine 50. March 2019. https://www.ecsite.eu/activities-and-services/news-and-publications/digital-spokes/issue-50#section=section-lookout&href=/feature/lookout/tinkering-and-making-practising-reflecting

Fluorescent lighting in school could be harming your child's health and ability to read. The Conversation 2nd December 2019.

Go Back in Time and See The Sidon Castle Interactively. Al Bawaba. 17th July 2019. https://www.albawaba.com/editors-choice/go-back-time-and-see-sidon--castle-interactively-1297784

Virtual reality gears up to go back in time at Sidon’s Sea Castle. The Daily Star, Lebanon. 17th July 2019. https://www.dailystar.com.lb/Life/Lubnan/2019/Jul-17/487748-virtual-reality-gears-up-to-go-back-in-time-at-sidons-sea-castle.ashx

Ksar Said: Building Tunisian Young People’s Critical Engagement with Their Heritage. Digital Meets Culture. 7th March 2019. https://www.digitalmeetsculture.net/article/ksar-said-building-tunisian-young-peoples-critical-engagement-with-their-heritage/

Partez pour une visite virtuelle au Palais Ksar Said. Tunisie.co. 13th March 2018. https://tunisie.co/article/9585/decouverte/musees-et-monuments/palais-ksar-said-112813

Having fun with science. The Star, Malaysia 24th March 2013.

Engaging science - how to capture pupils' interest and imagination. The Malay Mail 2013.

Cambridge learner seminar helps to make science fun and engaging in the classroom. New Straits Times 7th March 2013.

Brightly lit classrooms 'hamper ability of pupils to concentrate'. The Independent. 18th September 2011. https://www.independent.co.uk/news/education/schools/brightly-lit-classrooms-hamper-ability-of-pupils-to-concentrate-401510.html

Learner-centred education in science. Cambridge Outlook Magazine 9: 11. 2010

Classroom lighting could be harming pupils' performance. British Psychological Society Research Digest 24th April 2009. https://digest.bps.org.uk/2009/04/24/classroom-lighting-could-be-harming-pupils-performance/

Interview about classroom lighting. Breakfast show, BBC Radio Cambridgeshire. 7th September 2007.

Lights bad for pupils. Cambridge News. 7th September 2007.

Flickering lights cause concentration problems. ATL News. 7th September 2007.

Bright lights affect concentration levels. NUT News. 7th September 2007.

Bright lights dull pupils. Times Educational Supplement. 7th September 2007. https://www.tes.com/news/bright-lights-dull-pupils

Fluorescent lights putting pupils at the risk of headaches. TopNews 7th September 2007. https://topnews.in/fluorescent-lights-putting-pupils-risk-headaches-21376

Fluorescent lights putting pupils at the risk of headaches. BigNewsNetwork 7th September 2007.

Classroom glare 'hampers' study. BBC News website. 6th September 2007. http://news.bbc.co.uk/1/hi/education/6981524.stm

Bright classrooms an issue in Britain. United Press International 6th September 2007. https://www.upi.com/Odd_News/2007/09/06/Bright-classrooms-an-issue-in-Britain/16961189113424/

Brightly lit classrooms hamper ability of pupils to concentrate. Belfast News. 6th September 2007.

Fluoroscent lights giving pupils headaches. The Telegraph. 6th September 2007. https://www.telegraph.co.uk/news/uknews/1562331/Fluorescent-lights-giving-pupils-headaches.html

School children exposed to fluorescent lights are at the risk of headaches. MedIndia 6th September 2007. https://www.medindia.net/news/school-children-exposed-to-fluorescent-lights-are-at-the-risk-of-headaches-26013-1.htm

Birds feel the rub. Nature News 16th July 2001. https://www.nature.com/news/2001/010719/full/news010719-4.html

Cheep thrills. New Scientist 8th May 1999. https://www.newscientist.com/article/mg16221852-000-cheep-thrills/

Science update. The Independent 7th May 1999.

Wing the changes. The Mirror 6th May 1999.

Sex-mad birds' steamy secret. The Guardian 6th May 1999.

Mating game strictly for birds. The Star 6th May 1999.

The bird that makes sex a labour of love. The Times 6th May 1999.

Exotic birds "enjoy sex" say professors. Steel Press News 6th May 1999.

Birds work hard to get sex. ABCNews.com 5th May 1999.

Social media

Self-determination theory in teaching and learning (blog). March 2016.

Brighter thinking pod - Ep.1 Active learning (podcast). June 2019.

Differentiation in an inclusive classroom (blog). June 2019.

Making active learning work (blog). July 2019.

Top tips on teaching Cambridge International AS and A level science. (blog/video) February 2020.

Top teaching tips for Cambridge IGCSE and Cambridge International AS and A level science (webinar). March 2020.

Teaching with and without equipment (blog). June 2020.

Effective questioning in training (webinar). November 2020.

Brigher thinking pod - Ep12: Assessment for learning (podcast). June 2021.

Developing maths and English language skills for Cambridge IGCSE science (webinar). April 2022.

PhD Completions

June 2019. An exploration of how models of teacher development and reflectivity interact: a multiple case study of secondary PGCE biology and chemistry beginning-teachers. Hamizah Haji-Haidi

December 2021. Discursive interactions in Brazilian primary school. An explorative case study. Leonardo Goncalves Lago.

February 2022. Modelling the impact of schools and neighbourhoods on pupil progress and value-added from KS2 to KS4: A cluster analysis of secondary schools in England. Yuxiu Wei.

November 2022. Action and interaction: A multiple case study of e-textbook engagement in secondary school biology courses. Kristi Nourie.

January 2023. Tinkering with Nature of Science (NOS) learning: The development of an evidence-based
coding framework to identify primary pupils’ encounters with NOS when Tinkering. Elizabeth McGregor-Jacobides.

May 2023. Understanding young people's engagement, gender stereotypes, interests and motivation in STEM through informal science learning sites. Fidelia Law (co-supervision)

July 2023. Conceptual change in students’ understanding of genetics within the students-as-producers approach. Aigerim Korzhumbayeva.

PhD 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.

July 2016. A Phenomenographic Study on Student Teachers' Conceptions of Assessment for Learning and their Perceptions of their Development as Assessment for Learning Practitioners. D. Hurford, University of Lancaster.

June 2017. Making Sense of Making Sense: A Microgenetic Multiple Case Study of Five Students’ Developing Conceptual Compounds Related to Physics. R. Brock, University of Cambridge.

February 2020. Establishing the Characteristics of Learning-Sensitive Architectural Design Using a Bespoke Digital Participatory Tool: A Study Informed by an Evolutionary Perspective. K. Szynalska, University of Cambridge.

September 2020. Towards a Characterisation of Science Teachers’ Pedagogical Content Knowledge of Scientific Explanation. An Exploratory Multiple Case Study. E. Izquierdo-Acebes, University of Cambridge.

February 2021. Knowledge or Control? Teacher Knowledge, Professional Identity and Practitioner Research. C. Foster. University of Cambridge.

July 2022. Implementing dialogic education approaches in Chinese science classrooms: A design-based research. Y. Long. University of Cambridge.

April 2024. The Role of Executive Functions in Mathematics and Physics Achievement in Secondary Schools: A Comparative Study of 15- to 17-year-old Students Across Science and Humanities Curriculum Tracks. K. Tsigaridis. University of Cambridge.

Mark Winterbottom