attainment

Magaji, A., Ade-Ojo, G. ORCID: 0000-0002-1098-0765 and Betteney, M. (2018) Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. International Journal of Science Education, 40 (9). pp. 1076-1093. ISSN 0950-0693 (Print), 1464-5289 (Online) (doi:https://doi.org/10.1080/09500693.2018.1473658)

BAME

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

BME

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

careers

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

community

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

constructivism

Magaji, A., Ade-Ojo, G. ORCID: 0000-0002-1098-0765 and Betteney, M. (2018) Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. International Journal of Science Education, 40 (9). pp. 1076-1093. ISSN 0950-0693 (Print), 1464-5289 (Online) (doi:https://doi.org/10.1080/09500693.2018.1473658)

deprivation

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

embodiment

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

engagement

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

Magaji, A., Ade-Ojo, G. ORCID: 0000-0002-1098-0765 and Betteney, M. (2018) Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. International Journal of Science Education, 40 (9). pp. 1076-1093. ISSN 0950-0693 (Print), 1464-5289 (Online) (doi:https://doi.org/10.1080/09500693.2018.1473658)

feedback

Magaji, A., Ade-Ojo, G. ORCID: 0000-0002-1098-0765 and Betteney, M. (2018) Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. International Journal of Science Education, 40 (9). pp. 1076-1093. ISSN 0950-0693 (Print), 1464-5289 (Online) (doi:https://doi.org/10.1080/09500693.2018.1473658)

narrative

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

public

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

questioning

Magaji, A., Ade-Ojo, G. ORCID: 0000-0002-1098-0765 and Betteney, M. (2018) Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. International Journal of Science Education, 40 (9). pp. 1076-1093. ISSN 0950-0693 (Print), 1464-5289 (Online) (doi:https://doi.org/10.1080/09500693.2018.1473658)

science learning

Magaji, A., Ade-Ojo, G. ORCID: 0000-0002-1098-0765 and Betteney, M. (2018) Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. International Journal of Science Education, 40 (9). pp. 1076-1093. ISSN 0950-0693 (Print), 1464-5289 (Online) (doi:https://doi.org/10.1080/09500693.2018.1473658)

socio-economic

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

student-led learning

Magaji, A., Ade-Ojo, G. ORCID: 0000-0002-1098-0765 and Betteney, M. (2018) Towards a pedagogy of science teaching: An exploration of the impact of students-led questioning and feedback on the attainment of Key Stage 3 Science students in a UK school. International Journal of Science Education, 40 (9). pp. 1076-1093. ISSN 0950-0693 (Print), 1464-5289 (Online) (doi:https://doi.org/10.1080/09500693.2018.1473658)

study

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)

youth

Keith, Lindsay ORCID: 0000-0002-5324-1719 and Griffiths, Wyn (2019) Science festivals and diversity: Human centred design as a method for social inclusion, increasing diversity and widening participation. International Journal of Science Education. ISSN 0950-0693 (Print), 1464-5289 (Online) (Unpublished)