Ms Ros Roberts
Ros joined the School of Education in 1996 having previously taught science/ biology in secondary schools and FE and PGCE students in Bristol. Now a Senior Lecturer her research interests include both the teaching and assessment of Procedural Understanding in Science along with curriculum developments such as How Science Works see, http://www.dur.ac.uk/rosalyn.roberts/Evidence/cofev.htm for example. Her current research is into the concepts of evidence and their role in open-ended investigations, argumentation and scientific literacy. Her research impacts on classroom practice, science curriculum developments and national science assessments.
- Biological investigations in school science
- Fieldwork and outdoor learning in Science Education
- Science subject knowledge in the school and ITT curriculum
- Teaching for the public understanding of science
Journal papers: academic
- Roberts, R. & Sahin-Pekmez, E. (2012). Scientific Evidence as Content Knowledge: a replication study with English and Turkish pre-service primary teachers. European Journal of Teacher Education 35(1): 91-109.
- Mokuku, T. & Roberts, R. (2011). Outdoor Learning in Lesotho: Partnership Engagement on Appropriate Pedagogy in Education for Sustainable Development with the United Kingdom. Caribbean Journal of Education 33(1): 79-102.
- Oshima, R., Roberts, R. & Ohtaka, I. (2011). Teaching the ideas about evidence underpinning statistics in science education: uncertainty and reliability. Journal of Science Education in Japan 35(2): 111-118.
- Roberts, R. & Gott, R. (2010). Questioning the evidence for a claim in a socio-scientific issue: an aspect of scientific literacy. Research in Science & technological Education 28(3): 203-226.
- Roberts, R., Gott, R. & Glaesser, J. (2010). Students' approaches to open-ended science investigation: the importance of substantive and procedural understanding. Research Papers in Education 25(4): 377-407.
- Roberts, R. (2009). Can teaching about evidence encourage a creative approach in open-ended investigations?. School Science Review Special Edition 90 (Creativity)(332): 31-38.
- Roberts, R. (2009). How Science Works. Education in Science 233: 30-31.
- Glaesser, J., Gott, R., Roberts, R. & Cooper, B. (2009). The roles of substantive and procedural understanding in open-ended science investigations: using fuzzy set qualitative comparative analysis to compare two different tasks. Research in Science Education 39(4): 595-624.
- Glaesser, J., Gott, R., Roberts, R. & Cooper, B. (2009). Underlying success in open-ended investigations in science: using Qualitative Comparative Analysis to identify necessary and sufficient conditions. Research in Science & Technological Education 27(1): 5-30.
- Roberts, R. & Gott, R. (2008). Practical work and the importance of scientific evidence in science curricula. Education in Science 230: 8-9.
- Roberts, R. & Gott, R. (2006). Assessment of Performance in Practical Science and Pupil Attributes. Assessment in Education 13(1): 45-67.
- R. Gott & R. Roberts (2004). A written test for procedural understanding: a way forward for assessment in the UK science curriculum?. Research in Science & Technological Education 22(1): 5-21.
- R. Roberts & R. Gott (2004). Assessment of Sc1: alternatives to coursework?. School Science Review 85(313): 103-108.
- R. Roberts (2004). Using different types of practical within a problem-solving model of science. School Science Review 85(312): 113-119.
- Roberts, R. & Gott, R. (2003). Assessment of biology investigations. Journal of biological education 37(3): 114-121.
- Roberts, R. (2001). Procedural understanding in biology the 'thinking behind the doing'. Journal of biological education 35(3): 113-117.
- R.Roberts & R.Gott (2000). Procedural Understanding Biology: How is it characterised in texts. School Science Review 82(298): 83-91.
- R.Roberts & R.Gott (1999). Procedural Understanding Biology: Its place in the Biology Curriculum. School Science Review 81(294): 19-25.
- Cassidy, M., Lakin, L., Madden, D., Meatyard, B. (ed), Roberts, R. & Tribe, M. (2009). Biological Nomenclature. London: Institute of Biology.
- R. Gott, K. Foulds, R. Roberts, M. Jones & P. Johnson (1999). Science Investigations 3. London: Collins Educational.
- Gott, R., Foulds, K., Jones, M., Johnson, P. & Roberts, R. (1998). Science Investigations 2. London: Collins Educational.
- Gott, R., Foulds, K., Johnson, P., Jones, M. & Roberts, R. (1997). Science Investigations 1. London: Collins Educational.
- Boohan, R., Campbell, P. Charlesworth, J., Galloway, I. Millar, R. Needham, R. & Roberts, R. (2010). The language of measurement: terminology used in school science investigations. Hatfield, Herts: ASE Publications.
- R. Roberts & R. Gott (2002). Investigations: collecting and using evidence. In Teaching secondary scientific enquiry. Sang, D. & Wood-Robinson, V. London: ASE/John Murray.
- Roberts, R. & Gott, R. (2010), A Framework for Practical work, Argumentation and Scientific Literacy, in Cakmakci, G. & Taser, M.F. eds, Contemporary science education research: scientific literacy and social aspects of science ESERA 2009. Istanbul, Turkey, Pegem Adademi, Ankara, Turkey, 99-104.
- Roberts, R. & Gott, R. (2007), Evidence, Investigations and Scientific Literacy: what are the curriculum implications?, NARST. New Orleans.
- Roberts, R. & Gott, R. (2007), Questioning the Evidence: research to assess an aspect of scientific literacy, ESERA Conference. Malmo, Sweden.
- Roberts, R. (2007), Research into the Concepts of Evidence and their assessment and its impact on 'How Science Works', BERA SIG conference. Birmingham University, England.
- Gott, R. & Roberts, R. (2003), A written test for procedural understanding: a case study into pupils' performance, European Science Education Research Association, Holland.
Other media: research
- Roberts, R. (2007). Fieldwork, evidence and the 14-16 UK science curriculum. Teaching Ecology Newsletter (35): 6-10.
- Hunt, A., Campbell, P., Needham, R., Ratcliffe, M. & Roberts, R. (2011). Ideas and Evidence in Science: Lessons from Assessment: An independent report to SCORE.
Available for media contact about:
- Subject specialists: biology:
- Science: Education, industry & the community: public understanding of science