Research Staff Interests

Dr Dave  Heywood


Dave Heywood (PhD, M.Sc, B.Ed (Hons), PGAd.Dip.Ed, Cert.Ed) is Reader in Education and programme leader for the Doctor of Education. He teaches on both undergraduate and postgraduate Initial Teacher Education in addition to CPD work in STEM Masters and undertakes doctoral supervision. He has been an active member of the ESRI research community since 1998 and has published internationally and presented at conference both nationally and internationally in the field of science education.

Research Interests

His research interests are focused on developing teacher subject and pedagogic knowledge as well as language and learning in science for which he received his doctorate in 2000. He has recently worked on multidisciplinary approaches to explore the role of visualisation in learning and is actively developing research capacity through working with colleagues across disciplines within the faculty.

Research Groups

He is an active member of the STEM research group in ESRI working with colleagues to develop their research in relation to practice in order to inform provision across a wide range of taught programmes.

Research Projects

He is currently working on two projects:

  1. A STEM focused European FP7 Funded 'Project ENGINEER'. This project aims to introduce engineering as a new approach for using inquiry-based pedagogical methods in science education in primary schools throughout Europe. The project involves developing engineering challenges including lesson modules and teacher training materials that integrate engineering with elementary science topics. The ENGINEER's educational program will be developed collaboratively by teams of science museum professionals, science teachers and academic experts and will target science teachers and schools in at least 10 European countries. In addition, the project will include advocacy activities for introducing the program as part of the curricula on a national and European level in the future.
  2. An ESRC funded CASE studentship project which is concerned with informing how museums can most effectively contribute to, and thereby enhance, pupils' learning in science. It is predicated on the notion that the sustainability, development and enhancement of museum provision are dependent on teachers and museum educators working collaboratively to optimise pupil experience, including both prior to and following visits. The proposal has two principal objectives:
  • enhancing museum provision to support and enrich science learning to meet pupils' needs and to address current initiatives aimed at enriching and freeing up the curriculum in order to motivate pupils and raise achievement in science;
  • informing how teachers can best integrate the museum experience into their planning and delivery of the science curriculum in order to promote pupils' enthusiasm, interest and understanding in science.


Heywood, D. and Parker, J. (2010) The Pedagogy of Physical Science Springer, Dordrecht Netherlands order here

Refereed Journal Articles

Parker, J. and Heywood, D. (2013) Exploring how engaging with reflection on learning generates pedagogical insight in science teacher education. Science Education 97(3) pp 410-441

Heywood, D., Parker, J. & Rowlands, M. (2013) Exploring the Visuo-spatial Challenge of Learning about Day and Night and the Sun’s Path. Science Education 97(5) pp 643-799

Parker, J., Heywood, D. & Jolley, N. (2012) Developing Pre-Service Primary Teachers’ Perceptions of Cross-Curricular Teaching through Reflection on Learning. Teachers and Teaching: Theory and Practice 18(6) pp 693-716

Heywood, D., Parker, J. & Jolley, N. (2012) Pre-Service Teachers’ Shifting Perceptions of Cross-Curricular Practice: the impact of school experience in mediating professional insight. International Journal of Education Research (55) pp 89-99

Brown, T and Heywood, D. (2011) Geometry, subjectivity and the seduction of language: the regulation of spatial perception. Educational Studies in Mathematics 77(2-3) pp 351-367

Heywood, D and Parker J. (2011) Exploring how engaging with reflection on learning generates pedagogical insight in science teacher education Journal of Science Teacher Education

Heywood, D. (2005) Primary Teachers' Learning and Teaching about Light: some pedagogic implications for Initial Teacher Training. International Journal of Science Education 27(12) pp 1447-1475

Heywood, D. (2002) The Place of Analogies in Science Education. Cambridge Journal of Education 32(2) pp 233-248

Heywood, D. & Parker, J. (2001) Describing the Cognitive Landscape in Learning and Teaching about Forces. International Journal of Science Education 23(11) pp 1177-1199

Book Chapters

Heywood, D. (2004) Curricular Expertise, in J. Sharp (ed) Developing Primary Science Exeter: Learning Matters

Heywood, D. (2004) Stories from the Field, in B. Somekh & C. Lewin (eds) Research Methods in the Socials Sciences London: Sage

Heywood, D. & Roberts, L. (2002) Balancing the Forces: Researching Primary Science in the Classroom in O. Mcnamara (ed) Becoming an Evidenced Based Practitioner: a framework for teacher research London: Routledge Falmer

Research Reports

Heywood, D. Stronach, I. Garratt, D. & Piper, H. (2004) An Evaluative Study of Creative Science: An Innovative Funding Programme for Science Educators CP. Evaluation Report for the Wellcome Trust


link to eSpace publications

Journal & Book Series Editorships & Editorial Board Membership

He is co-editor for a forthcoming special edition of the International Journal of Education focused on cross-curricular learning and teaching.

International Recognition

He is principal applicant as a partner in a European FP7 funded project working with ten European partner countries advising on developing the teaching of engineering in primary schools as part of an international STEM initiative. This partnership includes museums and schools working together to develop engineering challenges that can be used in partner schools across Europe. The work involves leading workshops to support the development of the challenges over a three year period.

He has been asked to referee application for a Royal Society funded Research Project and received funding from the ESRC for a PhD CASE studentship, and the Wellcome trust and DfeEE.

He regularly referees articles for a number of prestigious journals including the Education Action Research Journal, The Journal of Science Education and the Journal of Philosophy

Research-based Contributions to Practitioner and Academic Conferences

He has presented at conference both nationally (BERA and ASE) and internationally (AERA and ESRA) and both organised and participated in research symposia at BERA.

Conference Papers

BERA (2012) Articulating visual experience: the role of visualisation in explanation.

BERA (2011) Developing cross-curricular criticality: pre-service primary teachers' perceptions of cross-curricular teaching and learning in art and science. ASE (2008) 'Student teachers' development of subject matter pedagogy in science' Association of Science Education Conference AERA (2007) 'Primary Teachers' Narratives in the Development of Subject and Pedagogic Knowledge in Science' American Education Research Association Conference Chicago

Teaching Interests

He is passionately committed to focusing research on practice to inform future programme provision for both ITE and CPD in the field of science education. In addition, he is involved in professionally focused higher degree courses at both Masters and Doctoral level, and is Programme Leader of the Doctor of Education Programme.

Taught Courses

He is Programme Leader for the Doctor of Education and teaches on undergraduate and postgraduate Initial Teacher Education Programmes in science. He also teaches on the STEM Masters Programme.

Areas of Post-graduate Supervision

He supervises students on the STEM Masters Programme focused on science learning and teaching and is the Director of Studies for one full time PhD student and two Doctor of Education students in the fields of museum education, mathematics education and occupational health respectively.

Postgraduate Students Supervised

He is Director of Studies for: Mark Rowlands, Yvonne Barnes and Victoria Halliwell and Joint Supervisor for Rania Maklad.





Position/Post: Reader in Education
Tel: 0161-247-2275
Location: Brooks 1.06