Interview with Professor Mike Watts, Professor of Education at Brunel University, London
Mike Watts’ new book, Debates in Science explores the major issues all science teachers encounter in their daily professional lives. Find out more by visiting www.routledge.com/9780415658294 Published by Routledge, October 2013.
I have carried out major studies of classroom interactions often, but not always, concerning the learning of science. My recent work has looked at the means by which learner’s own questions can be used as a basis for inquiry-based teaching, the manner in which feelings and emotions shape learning, and modes in which classroom technologies can be used to enhance learning processes. In 2003 I was awarded a Higher Education Academy National Teaching Fellowship for his excellence in teaching, and have used the award to further research and scholarship into teaching and learning in higher education. In 2004 I was elected a Fellow of the Institute of Physics. I have undertaken consultancy work for universities in Brazil, been part of a World Bank Rapid Response team within Latin America, and a review team for teacher education in Lithuania. I am currently a consultant to the Teaching Council of Ireland and external examiner for the National University of Ireland.
First in the Family Project
This project has explored the learning of students who are ‘first-in-their-family’ at Brunel University. We have talked to students of different ages, ethnicity, learner biographies and personal background. Three videos of their experiences can be seen here:
Interview with Poonam Bhatoa - Why Brunel? http://youtu.be/19hXPR6HnbA
Interview with Olufemi Oluwasanya - Why Brunel? http://youtu.be/3KiOnrjaPUw
Interview with Elizabeth Allen - Why Brunel? http://youtu.be/IXg6EiuVjDI
- British Educational Research Journal
- Canadian Journal of Science, Mathematics and Technology Education
- Chemistry Education: Research and Practice in Europe
- Early Child Development and Care
- Education in Science
- Educational Psychology
- Educational Research and Evaluation
- Education and Training
- International Journal of Children’s Spirituality
- International Journal of E-Literacy
- International Journal of Science Education
- Journal of Computer Assisted Learning
- Journal of Curriculum Studies
- Journal of Educational Television
- Ontario Institute for Studies in Education Papers in STSE Education
- Oxford Review of Education
- Physics Education
- Research in Education
- Research in Science and Technology Education
- School Science Review
- Science Education
- The Curriculum Journal
After qualifying as a teacher at Doncaster College of Education he taught physics and science in Hackney, London and Kingston, Jamaica before entering educational research at University of Surrey, where he led a project investigating young people’s understanding of physics. He left Surrey having established a successful project and completed his doctorate, to join the Schools Council’s Secondary Science Curriculum Review as Project Officer. In 1986 Mike joined Roehampton University as lecturer and, in the following years moved to Senior Lecturer, Reader, Professor, Dean of School, Federal Professor and then Principal of Froebel College.
Mike has carried out major studies of classroom interactions often, but not always, concerning the learning of science. His recent work has looked at the ways in which learner’s own questions can be used as a basis for inquiry-based teaching, the ways in which feelings and emotions shape learning, and ways in which classroom technologies can be used to enhance learning processes.
In 2003 he was awarded a Higher Education Academy National Teaching Fellowship for his excellence in teaching, and has used the award to further research and scholarship into teaching and learning in higher education. In 2004 he was elected a Fellow of the Institute of Physics. He is an honorary visiting Professor at Dublin City University, and University of Aveiro in Portugal, and an external examiner for University College Cork.
Mike has published widely in his field of science education through his books, journal articles and many conference papers. He is on the editorial board of the International Journal of Science Education, the Research in Science and Technology Education and for Research in Education. He is keen to teach and contributes to programmes at post-graduate, masters and doctoral level within the School. He currently has ten PhD students at various stages of their work, and has been external examiner at a number of universities both national and international.
I have been a consultant for the Teaching Council of Ireland and external examiner for the National University of Ireland. I am currently working with Institute of Education at the University of Mauritius.
Newest selected publications
Pedrosa de Jesus, HM., Guerra, C. and Watts, M. (2016) 'University teachers’ self-reflection on their academic growth'. Professional Development in Education. ISSN: 1941-5257 Open Access Link
Pedrosa de Jesus, MH., Moreira, AC., da Silva Lopes, B. and Watts, DM. (2014) 'So much more than just a list: Exploring the nature of critical questioning in undergraduate sciences'. International Journal of Science Education, 32 (2).
Crowe, N. and Watts, DM. (2014) ''When I click "ok" I become Sassy – I become a girl.' Young people and gender identity: Subverting the ‘body’ in massively multi-player online role-playing games'. International Journal of Adolescence and Youth, 19 (2). pp. 217 - 231. ISSN: 0267-3843 Open Access Link
Crowe, N. and Watts, DM. (2013) 'Editorial feature'. International Journal of Adolescence and Youth, 18 (1). pp. 1 - 4. ISSN: 0267-3843
Watts, DM. (2013) 'Foreword', in Roffey-Barentsen, J. and Malthouse, R. (eds.) Reflective practice in the lifelong learning sector. London : Learning Matters.