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Dr Michael Allen

Dr Michael Allen

School: Education

Job Title: Associate Professor

Email: M.Allen@kingston.ac.uk

Phone: +44 (0) 208 417 5126

Location: EB1016, Education Building

Biography

The overarching aim of Michael's research activity is to help school children better understand scientific ideas. He is a strong advocate of the constructivist approach to science education and believes that pedagogies based on sound hands-on principles are often the most effective and engaging ways to teach science.

Currently, Michael is exploring the scientific ideas of nursery and reception children in the search to understand the origins of science misconceptions. He views children's learning trajectories from a child development perspective and is aligned with the theoretical position of scholars, such as Peter D. Eimas, who generally refute the existence of innate knowledge and seek less discontinuous solutions.

Michael teaches science to trainee primary school teachers and has also been involved in teaching on Masters and Doctoral programmes. As a school teacher himself, he taught science at middle and secondary schools in Berkshire for twelve years, and served as an airman in the Royal Air Force during the Cold War.

Academic and professional qualifications

  • PGCert , Teaching and Learning in Higher Education , (Brunel University)
  • PhD, Science Education, (Brunel University)
  • Qualified Teacher Status , , (Department of Education, UK)
  • PGCE, Secondary Science Education , (University of Bath)
  • BPharm (Hons) , Pharmacy , (University of Bath)

Professional experience

  • 2016 - present
    Associate Professor, Kingston University
  • 2013 - 2016
    Senior lecturer in primary science, Kingston University
  • 2005 - 2013
    Lecturer in primary science, (Brunel University)
  • 2002 - 2005
    Science co-ordinator, (St. Peter's Middle School, Old Windsor)
  • 1993 - 2002
    Science teacher, (Churchmead School, Datchet)

Professional registration and membership

  • Fellow of, Higher Education Academy
  • Member of, Association for Science Education
  • Member of, European Science Education Research Association
  • Member of, Association of Tutors in Science Education
  • Member of, European Early Childhood Education Research Association

Research interests

Scientific concepts held by pre-school children The elicitation and correction of science misconceptions by means of constructivist philosophy-driven conceptual change pedagogies Confirmation bias and its influence on science observation/ inference making (in both historical and contemporary contexts) The use of practical work to enhance achievement in school science Radio-assisted practice in Initial Teacher Education.

Grants and funding

  • 2014
    Faculty Small Grants award for a study that investigated the biological knowledge of preschool children (£3,650).
  • PhD bursary allocated to a research study on Exploring and improving preschool children's understanding of key ecological concepts (£38 940).

Publications

Number of items: 50.

Article

Allen, Michael (2017) Early understandings of simple food chains : a learning progression for the preschool years. International Journal of Science Education, ISSN (print) 0950-0693 (Epub Ahead of Print)

Allen, Michael, Briten, Elizabeth, Maude, Kulwinder, Ooms, Ann, Sossick, Matthew and Valentine, Mari Jo (2017) Catching them early : identifying potential early-career leavers. Teacher Education Advancement Network Journal, 9(2), pp. 110-123. ISSN (online) 2054-5266

Allen, Michael and Kambouri Danos, Maria (2017) Substantive conceptual development in preschool science : contemporary issues and future directions. Early Child Development and Care, 187(2), pp. 181-191. ISSN (print) 0300-4430

Allen, Michael (2016) Joining up the thinking : how science 'learning progressions' could address problems inherent in primary–secondary transition. School Science Review, 98(362), pp. 39-45. ISSN (print) 0036-6811

Kambouri, Maria, Allen, Michael, Pampoulou, Eliada and Pieridou, Myria (2016) Science learning and graphic symbols : an exploration of early years teachers’ views and use of graphic symbols when teaching science. Eurasia Journal of Mathematics, Science and Technology Education, 12(9), pp. 2399-2417. ISSN (print) 1305-8215 (In Press)

Allen, Michael, Bridle, Georgina and Briten, Elizabeth (2015) Life under the microscope: children's ideas about microbes. Primary Science, 136, ISSN (print) 0269-2465

Allen, Michael (2015) Preschool children’s taxonomic knowledge of animal species. Journal of Research in Science Teaching, 52(1), pp. 107-134. ISSN (print) 0022-4308

Allen, Michael (2015) The experimenter expectancy effect: an inevitable component of school science? Research in Education, 94(1), pp. 13-29. ISSN (print) 0034-5237

Allen, Michael (2014) From the ESERA 2013 conference: Taxonomic knowledge of very young children relating to animal species. Journal of Emergent Science, 7, pp. 43-46. ISSN (online) 2046-4754

Allen, Michael (2012) Editorial. An international review of school science practical work. Eurasia Journal of Mathematics, Science and Technology Education, 8(1), pp. 1-2. ISSN (print) 1305-8215

Toplis, Rob and Allen, Michael (2012) 'I do and I understand?': practical work and laboratory use in United Kingdom schools. Eurasia Journal of Mathematics, Science and Technology Education, 8(1), pp. 3-9. ISSN (print) 1305-8215

Allen, Michael and Coole, Hilary (2012) Experimenter confirmation bias and the correction of science misconceptions. Journal of Science Teacher Education, 23(4), pp. 387-405. ISSN (print) 1046-560X

Allen, Michael and Briten, Elizabeth (2012) An illustration of the experimenter expectancy effect. School Science Review, 94(346), pp. 112-119. ISSN (print) 0036-6811

Allen, Michael (2011) Theory-led confirmation bias and experimental persona. Research in Science and Technology Education, 29(1), pp. 107-127. ISSN (print) 0263-5143

Allen, Michael (2010) Learner error, affectual stimulation, and conceptual change. Journal of Research in Science Teaching, 47(2), pp. 151-173. ISSN (print) 0022-4308

Allen, Michael (2008) ‘Now this is what should have happened…’: a clash of classroom epistemologies? Eurasia Journal of Mathematics, Science and Technology Education, 4(4), pp. 319-326. ISSN (print) 1305-8215

Allen, Michael (2007) Radio-assisted practice in the science classroom: a beginner’s guide to RAP. Science Teacher Education, 50, pp. 8-12.

Allen, Michael (2007) Allowing biased experimenting leads to improved pupil learning: a useful paradox. School Science Review, 88(325), pp. 81-89. ISSN (print) 0036-6811

Allen, Michael (2005) Encouraging pupil error may promote better understanding of a scientific concept. School Science Review, 86(316), pp. 79-85. ISSN (print) 0036-6811

Book

Allen, Michael (2016) The best ways to teach Primary Science: research into practice. Maidenhead, U.K. : Open University Press. 224p. ISBN 9780335261864

Allen, Michael (2014) Misconceptions in Primary Science. 2nd ed. Maidenhead, U.K. : Open University Press. 328p. ISBN 9780335262663

Allen, Michael (2010) Misconceptions in Primary Science. Maidenhead, U.K. : Open University Press. 234p. ISBN 9780335235889

Book Section

Briten, Elizabeth and Allen, Michael (2018) Addressing children's misconceptions in science through talk. In: Jones, Deborah and Hodson, Pamela, (eds.) Unlocking speaking and listening : developing spoken language in the primary classroom. 3rd ed. Abingdon, U.K. : Routledge. pp. 102-114. (Unlocking series) ISBN 9781138292710

Allen, Michael and Toplis, Rob (2015) Student teachers' role and responsibilities. In: Capel, Susan , Leask, Mariyln and Turner, Tony, (eds.) Learning to teach in the secondary school: a companion to school experience. 7th ed. Abingdon, U.K. : Routledge. (In Press)

Allen, Michael (2014) Improving primary to secondary transition: now let’s teach them properly. In: Watts, Mike, (ed.) Debates in science education. London, U.K. : Routledge. pp. 55-65. (Debates in subject teaching) ISBN 9780415658287

Allen, Michael and Toplis, Rob (2013) Student teachers' role and responsibilities. In: Capel, Susan , Leask, Marylin and Turner, Tony, (eds.) Learning to teach in the secondary school. 6th ed. London : Routledge. pp. 25-41. (Learning to teach subjects in the secondary school) ISBN 9780415518352

Allen, Michael (2011) The place of scientific enquiry in the How Science Works curriculum. In: Toplis, Rob, (ed.) How Science Works: Exploring Effective Pedagogy and Practice. Abingdon, U.K. : Routledge. pp. 44-55.

Allen, Michael and Toplis, Rob (2009) The student teacher's role and responsibilities. In: Capel, Susan , Leask, Marilyn and Turner, Tony, (eds.) Learning to teach in the secondary school: a companion to school experience. 5th ed. London, U.K. : Routledge. pp. 22-35. ISBN 9780415478724

Allen, Michael and Coole, Hilary (2007) Elicitation of learners’ emotions and misconception refutation: a comparative study. In: Giannakaki, Marina-Stefania, (ed.) The Teacher and the Teaching Profession: Current Research and International Issues. Athens : ATINER. pp. 61-76. ISBN 9789606672255

Conference or Workshop Item

Allen, Michael and Harper, Lynette (2017) Preschoolers' concepts of digestion, absorption and egestion : links with body mass index. In: ESERA 2017; 21-25 Aug 2017, Dublin, Ireland. (Unpublished)

Allen, Michael, Clark, Zoe and Harper, Lynette (2017) Nutrition concepts of pre-school children : how research-led teaching can affect the delivery of health education in early years settings. In: Kingston University's Annual Festival of Learning 2017 : What Does Excellence Look Like?; 19 Jun 2017, Kingston, U.K.. (Unpublished)

Allen, Michael, Harper, Lynette and Clark, Zoe (2017) Links between concepts of digestion and young children's BMI. In: 19th Annual International Conference on Education; 15-18 May 2017, Athens, Greece. (Unpublished)

Maude, Kulwinder and Allen, Michael (2017) Barriers to success for Black and Minority Ethnic (BME) student teachers in Undergraduate Initial Teacher Training programmes in England. In: 8th TEAN Conference : Thinking deeply about Teacher Education; 11 - 12 May 2017, Birmingham, U.K.. (Unpublished)

Allen, Michael, Maude, Kulwinder, Briten, Elizabeth, Sossick, Matt, White, Rita, Valentine, Mari Jo, Ooms, Ann and Ramsey, Diana (2016) Catching them early: Promoting teacher retention by identifying potential early-career leavers. In: 7th TEAN Annual Conference: Helping Students, Lecturers and Practitioners in Education become the Best Professionals they can be; 05-06 May 2016, Birmingham, U.K.. (Unpublished)

Allen, Michael (2015) Exploring preschool children's understanding of feeding relationships within food chains. In: ESERA2015; 31 Aug - 04 Sep 2015, Helsinki, Finland. (Unpublished)

Allen, Michael (2015) Early concepts in ecology: Exploring early years children’s understanding of some key ecological concepts. In: Annual Festival of Learning 2015; 12-16 Jan 2015, Kingston, U.K.. (Unpublished)

Kambouri, Maria, Allen, Michael and Pampoulou Salowm, Eliada (2014) The type of symbols that early years teachers use for the teaching of science: A case study of teaching the "Water Cycle". In: 24th EECERA Conference; 07-10 Sep 2014, Hersonissos, Greece. (Unpublished)

Allen, Michael (2014) Preschool children’s taxonomic knowledge of animal classification. In: 10th Faculty Conference 2014: Empowering Partnerships; 17 Jul 2014, Kingston, U.K.. (Unpublished)

Allen, Michael (2013) Preschool children’s taxonomic knowledge of animal species. In: ESERA 2013: Science Education Research for Evidence-based Teaching and Coherent Learning; 03-07 Sep 2013, Nicosea, Cyprus. (Unpublished)

Allen, M. and Choudhary, A. (2012) Categorisation of ‘animals’ and related taxonomic entities by pre-school children. In: UK Science Education Research Conference – Researchers sharing with researchers; 02-04 Jul 2012, York, U.K.. (Unpublished)

Allen, Michael (2009) Now this is what should have happened ...': a clash of classroom epistemologies? In: Association for Science Education/BERA science SIG Annual Research Conference; 2009, Reading, U.K.. (Unpublished)

Allen, Michael (2008) ‘Now this is what should have happened…’: a clash of classroom epistemologies? In: Science and Mathematics Education Conference: Sciences serving science: Cross-disciplinary issues in mathematics and science education; 11-12 Sep 2008, Dublin, Ireland. (Unpublished)

Allen, Michael (2008) Promoting learner error provides affectual stimulation, triggering engagement and conceptual change. In: ATINER; 2008, University of Athens.

Allen, Michael (2008) Promoting learner error provides affectual stimulation, triggering engagement and conceptual change. In: Association for Science Education/BERA science SIG Annual Research Conference; 2008, University of Liverpool.

Allen, Michael (2007) Correcting science misconceptions: a hands-on approach. In: ASE Summer Conference; 2007, University of Surrey.

Allen, Michael and Coole, Hilary (2007) Elicitation of learners’ emotions and misconception refutation: a comparative study. In: AITNER Conference; 2007, University of Athens. ISBN 9789606672255

Allen, Michael (2007) Expectation-related observation. In: Association for Science Education/BERA science SIG Annual Research Conference; 2007, University of Birmingham.

Allen, M. and Coole, H. (2006) Does elicitation of learners’ emotions contribute to the successful realigning of trainee postgraduate primary teachers’ misconceptions in science? In: BERA Annual Conference; 06-09 Sep 2006, Warwick, U.K.. (Unpublished)

Coole, Hilary and Allen, Michael (2006) Correcting science misconceptions: a hands on approach (Marble drop). In: ASE Summer Conference; 2006, University of Surrey.

Thesis

Allen, Michael (2006) The phenomenon of expectation-related observation: an exploration of nature, associations and causes. (PhD thesis), Brunel University.

This list was generated on Fri Dec 15 04:14:05 2017 GMT.