Publications


Book chapters

Gourlay, H. (2021). Supporting beginning teachers to develop their ability to assess pupils, in Salehjee, S.  (Ed) Mentoring Science Education Teachers in the Secondary School: A Practical Guide. London and New York: Routledge.

Gourlay, H. and Douglas, E. (2018) Leading science education in a secondary school science department. ASE Guide to Secondary Science Education. Banner, I. & Hillier, J. (Eds.). 4th edition. Hatfield: Association for Science Education. pp 292-306.

Conference papers published in proceedings

Gourlay, H. (2018) Using concept mapping to learn about A level physics students’ understandings of particle physics EPJ Web of Conferences, Volume 182 (2018) pp. 1 – 7 (7) https://doi.org/10.1051/epjconf/201818202050

Journal articles

Gourlay, H. (2021) Becoming a science teacher: Is it merely a process of trial and error? Research in science education. () 1-22, DOI 10.1007/s11165-021-10023-9. Online publication, available from https://rdcu.be/cwbRv

Dillon, J. & Gourlay, H. (2013) Research and Trends on Science Teacher Education in England, J Sci Ed in Japan, Vol. 37 No. 2 (2013), pp. 88-98

Professional articles

Gourlay, H. (2019) Becoming a science teacher: A summary of findings from an action learning intervention Science Teacher Education, 2019, 85(2), pp. 16-23

Gourlay, H. (2017) Learning about A level Physics students’ understandings of particle physics using concept mapping Physics Education 52 http://iopscience.iop.org/article/10.1088/1361-6552/52/1/014001/meta

Thesis

Gourlay, H. (2019) Supporting the development of preservice science teachers’ reflectivity using action learning and the diagnostic teaching cycle: A case study https://ueaeprints.uea.ac.uk/id/eprint/74469/