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

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Profile

Mark Winterbottom is a Senior Lecturer in Science Education at the Faculty of Education, University of Cambridge. He leads the science/biology PGCE course, as well as being course manager for the Secondary PGCE as a whole. 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 also 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, 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. He represents the Faculty of Education on the Secondary forum and Management forum of the Universities' Council for the Education of Teachers (UCET). He is a member of the policy fellows network of the Cambridge Centre for Science and Policy.

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. 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, and guest editor of Heritage Education for Sustainable Development, a special issue of the journal Sustainability. Mark holds a number of externally funded research grants.

Mark contributes to leadership and administration in the Faculty, chairing the Secondary PGCE Teaching Team, and sitting on Strategic Planning Committee, Research Committee, STINT Planning Committee, Teaching and Learning Committee, Heads of Office meeting, and the Secondary PGCE Partnership Standing 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 several months following a small bird around the Namibian veld.

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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 ten PhD students, with eight current students studying a wide variety of aspects of education, and science education in particular. He has acted as adviser for over ten PhD students, and final assessor for six 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

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. He is an advisor to the Commonwealth Association of Science, Technology and Mathematics Educators (CASTME), and on the advisory board of the Virtual Experience Company. 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 National Research Foundation, South Africa, the European Union, and St Patrick's College, Dublin City University. 


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Publications and Conferences

Educational research

Mathews, C.J., McGuire, L., Joy, A.J., Law, F. Winterbottom, M., Rutland, A., Mulvey, K.L., Drews, M. & Hartstone-Rose, A. Submitted. Assessing adolescents’ critical health literacy: How is trust in government leadership associated with knowledge of COVID-19? PLOS ONE.

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. Submitted. Gender stereotypes and peer selection in science, technology, engineering and mathematics across childhood and adolescence. Developmental Psychology.

McGuire, L., Hoffman, A., Law, F., Irvin, M., Winterbottom, M., Balkwill, F., Fields, G., Burns, K., Drews, M., Chatton, M., Eaves, N., Rutland, A., Hartstone-Rose, A. and Mulvey, K.L. Submitted. The influence of educator gender on STEM interest and gender stereotypes in informal science learning sites. Frontiers in Developmental Psychology.

Cheung, K. and Winterbottom, M. In Press. Exploring students' visualisation competence with photomicrographs of villi. International Journal of Science Education. 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 Studiesdoi: 10.1080/10645578.2021.1930467

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

Cheung, K. and Winterbottom, M. 2021. Students’ integration of textbook representations into their understanding of photomicrographs: epistemic network analysis. Research in Science and Technological Education. doi: 10.1080/02635143.2021.1920382.

Law, F., McGuire, L. Winterbottom, M., Rutland, A. 2021. STEM gender stereotypes following a one-shot growth mindset intervention in a science museum. Frontiers in Educational 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 formal science learning sites. Frontiers in Psychology: 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.

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.

Hoffman, A., McGuire, L., Rutland, A., Hartstone-Rose, A., Irvin, M., Winterbottom, M., Balkwill, F., Fields, G. and Mulvey, K.L. 2020. 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 https://doi.org/10.1007/s10964-020-01302-1.

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. https://doi.org/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 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 presentations

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.

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.

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.

Hennessy, S., Deaney, R., Ruthven, K. & Winterbottom, M. 2005. Situated expertise in technology-integrated science teaching: mediating learning and adapting to constraints. Virtual Learning? CamERA, Cambridge, UK. 21st April 2005.

Invited keynotes

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. 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., 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

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.

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 (4th 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.

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.