Ros Roberts - all publications
Roberts, R. (2017). Understanding evidence in scientific disciplines: identifying and mapping ‘the thinking behind the doing’ and its importance in curriculum development. Practice and Evidence of Scholarship of Teaching and Learning in Higher Education 12(2): 411-429. Johnson, P. &
Roberts, R. (2016). A concept map for understanding
‘working scientifically’. School Science Review 97(360): 21-28.
Roberts, R. (2016). Understanding the validity of data: a knowledge-based network underlying research expertise in scientific disciplines. Higher Education 72(5): 651-668.
Roberts, R. & Reading, C. (2015). The practical work challenge: incorporating the explicit teaching of evidence in subject content. School Science Review 96(357): 31-39.
Roberts, R. & Johnson, P.M. (2015). Understanding the quality of data: a concept map for ‘the thinking behind the doing’ in scientific practice. The Curriculum Journal 26(3): 345-369.
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.
Roberts, R. & Gott, R. (2006). The role of evidence in the new KS4 National Curriculum for England and the AQA specifications. School Science Review 87(321): 29-39.
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.
R. Roberts & R. Gott (2003). Written Tests for Procedural Understanding in Science: Why? And Would They Work?. Education in Science (201): 16-18.
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. Authored book Boohan, R., Campbell, P. Charlesworth, J., Galloway, I. Millar, R. Needham, R. &
Roberts, R. (2010). . Hatfield, Herts: ASE Publications. The language of measurement: terminology used in school science investigations 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). . London: Collins Educational. Science Investigations 2
Gott, R., Foulds, K., Johnson, P., Jones, M. & Roberts, R. (1997). . London: Collins Educational. Science Investigations 1 Chapter in book Oshima, Ryugo &
Roberts, Ros (2017). Exploring ‘The Thinking Behind the Doing’ in an Investigation: Students’ Understanding of Variables. In Science Education Research and Practice in Asia-Pacific and Beyond. Yeo, Jennifer, Teo, Tang Wee & Tang, Kok-Sing Singapore: Springer. 69-83.
M.E. Jones & R. Roberts (2005). Evidence - The Real Issues behind Science 1. In Meeting the standards in secondary science: A guide to the ITT NC. L.D. Newton London: Routledge. 22-31. Roberts, R. (2005).
Living World: An Introduction to some Biological Ideas necessary foro the Understanding of Sc2. In Meeting the Standards in Secondary Science. Newton, L. London: RoutledgeFalmer. 32-48.
M.E. Jones, L.D. Newton & R. Roberts (2005). Progression in Science Education. In Meeting the standards in secondary science: A guide to the ITT NC. L.D. Newton London: Routledge. 143-152.
R. Roberts & R. Gott (2002). Investigations: collecting and using evidence. In Teaching secondary scientific enquiry. Sang, D. & Wood-Robinson, V. London: ASE/John Murray. Conference Paper
Roberts, R. (2018), Biology: the ultimate science for teaching an understanding of scientific evidence, in Gericke, N. & Grace, M. eds, European Researchers in the Didactics of Biology Conference (ERIDOB). Karlstad, University Printing Office, Karlstad, 225-241. Oshima, R. &
Roberts, R. (2014), Students’ recognition of the role of variables in an investigation, Proceedings of the International Science Education Conference 2014 International Science Education Conference. Singapore National Institute of Education, 1368-1392.
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, Istanbul, 99-104.
Roberts, R. & Gott, R. (2007), Evidence, Investigations and Scientific Literacy: what are the curriculum implications?, NARST. New Orleans, New Orleans LA.
Roberts, R. & Gott, R. (2007), Questioning the Evidence: research to assess an aspect of scientific literacy, ESERA Conference. Malmo, Sweden, Malmo.
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, Birmingham University.
Gott, R. & Roberts, R. (2003), A written test for procedural understanding: a case study into pupils' performance, European Science Education Research Association, Holland. Other (Digital/Visual Media)
Roberts, R. (2007). Fieldwork, evidence and the 14-16 UK science curriculum. Teaching Ecology Newsletter (35): 6-10. Report
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