Kendra McMahon

Personal statement

My main research interest is the teaching of science in primary schools. I have researched classroom talk with a focus on dialogic teaching and teacher assessment in science. I am currently exploring the implications of ‘the learning sciences’ for science education.

My publications include both books for teaching professionals and academic articles, bringing research and practice together.

I am the School of Education PhD/research student lead. I also lead and teach on the undergraduate education studies modules Learning in Science and Teaching and Professionalism.

As co-founder of the Bath Spa University research group Centre for Research in Scientific and Technological Education and Learning (CRiSTLE), I support interdisciplinary research in science education. Recently this has involved developing open-access resources on the place of ‘the learning sciences’ (particularly cognitive psychology and neuroscience) in initial teacher education through the Learning Science in ITE project funded by The Wellcome Trust (2017-2021). I lead the English contribution to the international study Views about Scientific Inquiry-Elementary (VASI-E).

My previous research work includes the Teacher Assessment in Primary Science project (TAPS) funded by the Primary Science Teaching Trust. The See the Science Project (2012-13), also funded by the Primary Science Teaching Trust, examined cross curricular planning and sustained scientific dialogues. The Improving Science Together (IST) project (1999-2001) focused on assessment of scientific enquiry in primary school and on transition to secondary school.

Previously I enjoyed teaching in primary schools in Bristol and South Gloucestershire for 9 years, including 6 years as science subject lead and two years as deputy head.

 

Academic qualifications

  • BSc(Hons) University of Bristol
  • PGCE University of Brighton
  • MEd UWE
  • PhD Bath Spa University

Professional memberships

  • Association for Science Education (ASE)
    Member of West of England Region Committee (West of England Region chair 2001-2003)
  • Member of ASE National Primary committee 1998-2002).
    I was presented with the ASE Special Service Award (2008).
  • BERA (Bristish Educational Research Association)
  • ESERA (European Science Education Research Association)

External examiners

  • University of Brighton Science Education (1/3/2004-1/9/2008)
  • PhD external examining: University of Bath (2016, 2019); Flinders University (Aus) (2018); University of York (2020/1).

Teaching specialism

  • Science Education
  • Teaching and Professionalism

Current scholarship

  • Considering the place of ‘the learning sciences’ (particularly cognitive psychology and neuroscience) in science education and initial teacher education. For more details see the Learning Science in ITE project funded by The Wellcome Trust (2017-2021).

Research supervision - PhD students

  • Rachel Beale (current)
  • Julie Byrne (current)
  • Rebecca Digby (completed 2021): Young children’s creativity in science enquiry: a diffractive analysis of empirical and theoretical understandings
  • Isabelle Hopwood-Stephens (completed 2019): How is a resource for changing teachers’ assessment practice in primary science successfully disseminated, shared and enacted within a primary school?
  • Sarah Earle (completed 2018): The relationship between formative and summative teacher assessment of primary science in England.

 


Research and academic outputs

Go to ResearchSPAce

Teaching science and technology in the early years (3-7). 3rd ed
book

Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K (2019) Teaching science and technology in the early years (3-7). 3rd ed. Routledge, Abingdon. ISBN 9781138613058

Science 5-11: a guide for teachers. 3rd ed
book

Howe, A, Collier, C, McMahon, K, Earle, S and Davies, D (2017) Science 5-11: a guide for teachers. 3rd ed. Routledge, London. ISBN 9781138690578

Teaching science and technology in the early years (3-7). 2nd ed
book

Davies, D, Earle, S, Collier, C, Digby, R, Howe, A and McMahon, K (2014) Teaching science and technology in the early years (3-7). 2nd ed. Routledge, Abingdon. ISBN 9780415825580

The primary science and technology encyclopaedia
book

Davies, D, Collier, C, Howe, A and McMahon, K (2011) The primary science and technology encyclopaedia. Routledge, Abingdon. ISBN 9780415478182

Science 5-11: a guide for teachers. 2nd ed
book

Davies, D, Towler, L, Scott, T, Collier, C, Howe, A and McMahon, K (2009) Science 5-11: a guide for teachers. 2nd ed. Routledge, London. ISBN 9780415480468

Science 5-11: a guide for teachers
book

Davies, D, Towler, L, Howe, A and McMahon, K (2005) Science 5-11: a guide for teachers. David Fulton, London. ISBN 9781843123194

Professionalism and education
book_section

Hordern, J and McMahon, K (2019) 'Professionalism and education.' In: Simon, C.A and Ward, S, eds. A student's guide to education studies. 4th ed. Routledge, Abingdon, pp. 246-257. ISBN 9780367276690

Young children as scientists, designers and technologists – theories of learning
book_section

Rose, J, Hattingh, L and McInnes, K (2019) 'Young children as scientists, designers and technologists – theories of learning.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 3rd ed. Routledge, Abingdon, pp. 17-35. ISBN 9781138613058

Teacher questions for learning in science
book_section

McMahon, K and Eley, A (2018) 'Teacher questions for learning in science.' In: Serret, N and Earle, S, eds. ASE guide to primary science education. 4th ed. Association for Science Education, Hatfield, pp. 238-247. ISBN 9780863574573

Teacher assessment of science in English primary schools
book_section

Davies, D, Earle, S, Collier, C, Digby, R, Howe, A and McMahon, K (2016) 'Teacher assessment of science in English primary schools.' In: Lavonen, J, Juuti, K, Lampiselkä, J, Uitto, A and Hahl, K, eds. Electronic proceedings of the ESERA 2015 Conference - Science Education Research: Engaging Learners for a Sustainable Future. (co-ed. Jens Dolin & Per Kind) (Pt. 11). University of Helsinki, Helsinki, pp. 1577-1588. ISBN 9789515115416

Creative pedagogies in early years science: thematic planning and sustained scientific dialogues
book_section

McMahon, K, Howe, A, Davies, D, Collier, C and Earle, S (2016) 'Creative pedagogies in early years science: thematic planning and sustained scientific dialogues.' In: Lavonen, J, Juuti, K, Lampiselkä, J, Uitto, A and Hahl, K, eds. Electronic proceedings of the ESERA 2015 Conference - Science Education Research: Engaging Learners for a Sustainable Future. (co-ed.Esmé Glauert & Fani Stylianidou), Pt. 15 . University of Helsinki, Helsinki, pp. 2626-2638. ISBN 9789515115416

Talk, narrative and sustained shared thinking
book_section

Rose, J, Black, P, Hughes, S and McMahon, K (2014) 'Talk, narrative and sustained shared thinking.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 2nd ed. Routledge, Abingdon, pp. 33-53. ISBN 9780415825580

A thematic approach to humans and animals in Early Years education
book_section

Collier, C and McMahon, K (2014) 'A thematic approach to humans and animals in Early Years education.' In: Davies, D, Howe, A, Collier, C, Digby, R, Earle, S and McMahon, K, eds. Teaching science and technology in the early years (3-7). 2nd ed. Routledge, Abingdon, pp. 125-144. ISBN 9780415825580

Literacy and numeracy in science
book_section

Davies, D and McMahon, K (2012) 'Literacy and numeracy in science.' In: Alsop, S and Hicks, K, eds. Teaching science: a handbook for primary and secondary school teachers. Routledge, Abingdon, pp. 169-182. ISBN 9780749432843

Smoothing the trajectory: primary-secondary transfer issues in science education
book_section

Davies, D and McMahon, K (2011) 'Smoothing the trajectory: primary-secondary transfer issues in science education.' In: Howe, A and Richards, V, eds. Bridging the transition from primary to secondary school. David Fulton, Abingdon.

Creativity in life processes and living things
book_section

McMahon, K (2006) 'Creativity in life processes and living things.' In: Oliver, A, ed. Creative Teaching: Science in the Early Years and Primary classroom. London, David Fulton, pp. 119-142. ISBN 1843122596

Trainee primary teachers and creativity in the curriculum
book_section

Davies, D, Howe, A and McMahon, K (2004) 'Trainee primary teachers and creativity in the curriculum.' In: Burton, N, ed. Creativity beyond compliance: ATSE annual conference proceedings. Association for Science Education, Hatfield, UK. ISBN 9780863574023

Assessing young children's learning in science and D&T
book_section

Howe, A and McMahon, K (2003) 'Assessing young children's learning in science and D&T.' In: Davies, D and Howe, A, eds. Teaching science and design technology in the early years. David Fulton, London, pp. 51-69. ISBN 9781853468803

Using literacy and numeracy skills in science
book_section

Davies, D and McMahon, K (2001) 'Using literacy and numeracy skills in science.' In: Alsop, S and Hicks, K, eds. Teaching science. Kogan Page, London.

The impact of a modified initial teacher education on challenging trainees’ understanding of neuromyths
article

McMahon, K, Yeh, C.S.-H and Etchells, P.J (2019) 'The impact of a modified initial teacher education on challenging trainees’ understanding of neuromyths.' Mind, Brain and Education, 13 (4). pp. 288-297. ISSN 1751-2271

Reaching in-service primary teachers with research innovations: the role of dissemination events in stimulating download activity
article

Hopwood-Stephens, I and McMahon, K (2019) 'Reaching in-service primary teachers with research innovations: the role of dissemination events in stimulating download activity.' European Journal of Teacher Education, 42 (3). pp. 297-314. ISSN 0261-9768

Interdisciplinary bridging: a design-based research approach to enhancing the learning sciences in primary initial teaching education
article

McMahon, K and Etchells, P.J (2018) 'Interdisciplinary bridging: a design-based research approach to enhancing the learning sciences in primary initial teaching education.' Impact, 2.

Moderation for professional learning
article

Earle, S and McMahon, K (2017) 'Moderation for professional learning.' Primary Science, 149. pp. 28-30. ISSN 0269-2465

Development and exemplification of a model for Teacher Assessment in Primary Science
article

Davies, D. J, Earle, S, McMahon, K, Howe, A and Collier, C (2017) 'Development and exemplification of a model for Teacher Assessment in Primary Science.' International Journal of Science Education, 39 (14). pp. 1869-1890. ISSN 0950-0693

Preparing science teachers for assessment without levels
article

Davies, D, Collier, C, Earle, S, Howe, A and McMahon, K (2015) 'Preparing science teachers for assessment without levels.' Science Teacher Education, 72 (Feb). pp. 9-16. ISSN 0961-6152

Case studies of interactive whole-class teaching in primary science: communicative approach and pedagogic purposes
article

McMahon, K (2012) 'Case studies of interactive whole-class teaching in primary science: communicative approach and pedagogic purposes.' International Journal of Science Education, 34 (11). pp. 1687-1708. ISSN 0950-0693

E-scape assessment
article

Davies, D, Collier, C, Howe, A and McMahon, K (2010) 'E-scape assessment.' Primary Science, 115. pp. 18-21. ISSN 0269-2465

Modelling dialogic teaching in primary science teacher education
article

Davies, D, Collier, C, Howe, A and McMahon, K (2008) 'Modelling dialogic teaching in primary science teacher education.' Science Teacher Education, 53 (Nov). pp. 12-16. ISSN 0961-6152

A smooth trajectory: developing continuity and progression between primary and secondary science education through a jointly planned projectiles project
article

Davies, D and McMahon, K (2004) 'A smooth trajectory: developing continuity and progression between primary and secondary science education through a jointly planned projectiles project.' International Journal of Science Education, 26 (8). pp. 1009-1021. ISSN 1464-5289

Building bridges between primary and secondary science - for children and for teachers
article

Davies, D and McMahon, K (2003) 'Building bridges between primary and secondary science - for children and for teachers.' Primary Science Review, 80. pp. 7-9.

Assessment for inquiry: supporting teaching and learning in primary science
article

McMahon, K and Davies, D (2003) 'Assessment for inquiry: supporting teaching and learning in primary science.' Science Education International, 14 (4). pp. 29-39. ISSN 1022-6117

The learning sciences in primary initial teacher education
conference_item

McMahon, K (2018) The learning sciences in primary initial teacher education. In: Third Space: Science of Learning, 17 March 2018, Heslington, UK.

Too much talk about talk
conference_item

Digby, R and McMahon, K (2017) Too much talk about talk. In: BERA Annual Conference, 4 - 7 September 2017, University of Sussex, Brighton, UK.

Teacher assessment of science in English primary schools
conference_item

Davies, D, McMahon, K, Howe, A, Collier, C, Digby, R and Earle, S (2015) Teacher assessment of science in English primary schools. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August- 4 September 2015, Helsinki, Finland.

Creative pedagogies in early years science: thematic planning and sustained scientific dialogues
conference_item

McMahon, K, Howe, A, Davies, D, Collier, C and Earle, S (2015) Creative pedagogies in early years science: thematic planning and sustained scientific dialogues. In: ESERA2015 : 11th Biannual Conference of the European Science Education Research Association, 31 August - 4 September 2015, Helsinki, Finland.

Primary science enquiry assessment using real-time e-portfolios: the e-scape project
conference_item

Davies, D, Collier, C, Howe, A and McMahon, K (2011) Primary science enquiry assessment using real-time e-portfolios: the e-scape project. In: Association for Science Education Annual Conference, 5 - 10 January 2011, University of Reading.

Interactive whole-class teaching in science lessons
conference_item

McMahon, K (2010) Interactive whole-class teaching in science lessons. In: International Confederation of Associations of Science Education Conference: Innovation in Science and Technology Education, 28 June - 2 July 2010, University of Tartu, Talinn, Estonia.

Modelling dialogic teaching in primary science teacher education
conference_item

Davies, D, McMahon, K, Howe, A and Collier, C (2008) Modelling dialogic teaching in primary science teacher education. In: ASE BERA Science SIG Conference, 2-5 January 2008, Liverpool University, Liverpool.

Improving assessment and focussed teaching of scientific enquiry in primary schools
conference_item

Davies, D and McMahon, K (2003) Improving assessment and focussed teaching of scientific enquiry in primary schools. In: ICASE World Conference on Science and Technology Education, 7-10 April 2003, Penang, Malaysia.

The use of link projects within an industrial context to improve continuity and progression between primary and secondary science education
conference_item

Davies, D and McMahon, K (2003) The use of link projects within an industrial context to improve continuity and progression between primary and secondary science education. In: ICASE World Conference on Science and Technology Education, 7-10 April 2003, Penang, Malaysia.

Interactive whole class teaching in science lessons in Key Stage 2 classes
thesis

McMahon, K (2010) Interactive whole class teaching in science lessons in Key Stage 2 classes. PhD thesis, Bath Spa University.

The learning sciences and primary school science
commissioned_report

McMahon, K, Lee, A and McKay, D (2021) The learning sciences and primary school science. Bath Spa University, Bath.

The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool [updated]
commissioned_report

Earle, S, McMahon, K, Collier, C, Howe, A and Davies, D (2017) The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool [updated]. Primary Science Teaching Trust, Bristol.

The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool
commissioned_report

Earle, S, McMahon, K, Collier, C, Howe, A and Davies, D (2016) The Teacher Assessment in Primary Science (TAPS) school self-evaluation tool.

Introducing the TAPS pyramid model
commissioned_report

Earle, S, Davies, D, McMahon, K, Collier, C, Howe, A and Digby, R (2015) Introducing the TAPS pyramid model. Primary Science Teaching Trust, Primary Science Teaching Trust website.

Approaches to Science assessment in English primary schools: teachers' summary
commissioned_report

Davies, D, Collier, C, Earle, S, Howe, A and McMahon, K (2014) Approaches to Science assessment in English primary schools: teachers' summary.

Approaches to Science assessment in English primary schools: interim findings from the Teacher Assessment in Primary Science (TAPS) project
commissioned_report

Davies, D, Collier, C, Earle, S, Howe, A and McMahon, K (2014) Approaches to Science assessment in English primary schools: interim findings from the Teacher Assessment in Primary Science (TAPS) project.

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