Science and technology are disciplines dependent on dialogues between established knowledge and new ideas and practices. Education in these disciplines should reflect this and the work of the centre aims to impact learning communities at all stages of education.
CRiSTLE sets out to develop research into pedagogies that address the current tensions teachers and learners experience between science and technology as existing bodies of knowledge, in which their performance can be assessed and as developing fields within which they can be creative and develop new understandings, tools and products.
TAPS develops support for primary teachers to make both formative and summative assessments that drive learning in science. A further three years funding from the Primary Science Teaching Trust will see TAPS further develop its online school self-evaluation tool and extend its impact beyond England.
Read about the project
Funded by the Wellcome Collection Trust, this project brings together an interdisciplinary team to design and trial materials with ITE primary trainee teachers on Primary PGCE or School Direct routes.
Learning Sciences in Teacher Education
In Pete Etchells' first book, he journeys through the history and development of video games 鈥� from Turing鈥檚 chess machine to mass multiplayer online games like World of Warcraft 鈥� via scientific study, to investigate the highs and lows of playing and get to the bottom of our relationship with games 鈥� why we do it, and what they really mean to us.
At the same time, Lost in a Good Game is an unusual memoir of a writer coming to terms with his grief via virtual worlds, as he tries to work out what area of popular culture we should classify games under.
Scientific thinking makes an important contribution to ways of thinking across different cultures. There are national and international concerns about the supply of future scientists and technologists and the educational performance of children in school in these areas.
However, scientific literacy should be part of a broad education for global citizenship that enables people to engage with personal and social issues such as health and the environment. It also resonates with the university research theme of Environmental Humanities. In line with the university conception of education and research, we seek transdisciplinary collaborations.
"Scientific thinking makes an important contribution to ways of thinking across different cultures."
CRiSTLE draws together researchers working in different areas of science and technology education within Bath Spa's School of Education, as well as with colleagues researching and teaching biology and psychology in the School of Sciences. We embrace opportunities to collaborate with colleagues across the university and in the external environment.
The Teacher Assessment in Primary Science (TAPS) project is funded by the Primary Science Teaching Trust (PSTT) and based at 黑料正能量’s School of Education.
It aims to develop support for valid, reliable and manageable teacher assessment, which can have a positive impact on children’s learning.
In partnership with the Wellcome Collection Trust, Enhancing the Learning Sciences within Primary Initial Teacher Education brings together an interdisciplinary team to design and trial materials with ITE primary trainee teachers on Primary PGCE or School Direct routes.
Thinking Doing Talking Science (TDTS) is a programme that aims to make science lessons in primary schools more practical, creative and challenging.
STEAM Power Creative Structures linked PGCE secondary art and mathematics trainee teachers with Bristol M Shed museum and Threeways ssschools for children with special needs.
It explores interdisciplinary concepts and constructions stimulated by the architecture and geometry of Bristol Harbour.
Written in part by Pete Etchells, is a blog published by the Guardian that aims to explain some of the fascinating discoveries of psychology research and reveals how psychologists go about their work.
Newer projects include ‘Rich retrieval’, which aims to develop support for primary teachers to use schema-building retrieval practice strategies for primary science that support pupils to build rich, connected knowledge of science topics.
We are also exploring a range of topics and connections with: mathematical thinking, post-digital perspectives, screen time, gaming and tech use.
Isabel Hopwood-Stephens
CRiSTLE is currently supporting a number of PhD students and we are pleased to consider new applications.
To learn more about studying for a PhD at 黑料正能量, please visit our Research Degrees page.
Rebecca Digby
Earle, S, Preston, C, Georgiou, H and Fitzgerald, A, eds. (2025) Primary science learning for children, teachers, and communities: stories of practice and possibility for science educators. Springer, Singapore. ISBN 9789819505616
McMahon, K, Howe, A, Collier, C, Earle, S, Davies, D, McKay, D, Barber, K-A and Ziegler, L (2024) Science 5-11: a guide for teachers. 4th ed. Routledge, Abingdon. ISBN 9781032377704
Etchells, P.J (2024) Unlocked: the real science of screen time (and how to spend it better). Piatkus, London. ISBN 9780349432939
Earle, S (2025) 'Thinking and working scientifically: science inquiry in action.' In: Skamp, K and Preston, C, eds. Teaching primary science constructively. 8th ed. Cengage, Southbank, Australia, pp. 172-210. ISBN 9780170472814
Mitchell, B and Yeh, C.S.-H (2024) 'A sociomaterial approach to teacher resilience.' In: Conn, C, Mitchell, B and Hutt, M, eds. Working with uncertainty for educational change: orientations for professional practice. Routledge, Abingdon, pp. 37-55. ISBN 9781032688732
Peatfield, N (2023) 'Developing reflective practice.' In: Archer, R, Morgan, S, Swanson, D, Clemmet, C and Sullivan, S, eds. Mentoring mathematics teachers in the secondary school: a practical guide. Routledge, Abingdon, pp. 23-32. ISBN 9780367361372
Earle, S (2022) 'Transition from primary to secondary.' In: Dillon, J and Watts, M, eds. Debates in science education. 2nd ed. Routledge, Abingdon, pp. 214-226. ISBN 9780367685157
Earle, S (2022) 'Principles of assessment.' In: The early career framework handbook. 2nd ed. Sage, London, pp. 127-134. ISBN 9781529791174
Earle, S (2026) 'Exploring the tension between fidelity and flexibility in research-informed primary science professional development.' Research in Science Education. ISSN 0157-244X
Stevic, A et al (2026) 'Impact of the Social Media Minimum Age Act on Australian young people and parents: protocol for a mixed-methods evaluation.' BMJ Open, 16. e118912. ISSN 2044-6055
Earle, S, Read, S, Bianchi, L and Jordan, J (2026) 'Practical work in primary science education: using a scoping review and educator survey to create a new framework for prioritising purposeful use.' Educational Studies. ISSN 0305-5698
Earle, S (2026) 'Comparison of online, blended and face-to-face modes for in-service discipline-specific professional development in primary science.' European Journal of Teacher Education, 49 (3). pp. 720-739. ISSN 1469-5928
Yeh, C.S.-H, Harrison, N and Morris, T.H (2026) 'Creativity-related elements of cognition and emotions influenced by videogames.' Behaviour & Information Technology, 45 (4). pp. 610-628. ISSN 0144-929X
Hayes, S et al (2025) 'Perspectives from South Africa on GenAI in higher education: a postdigital dialogue with the global context.' Postdigital Science and Education, 7. pp. 1375-1413. ISSN 2524-485X
Morris, T.H, Simmons, B, McLaughlin, S, Read, S, Parfitt, A, Yeh, C.S.-H and Mitchell, B (2025) 'Pedagogy of empowerment: co-produced self-directed pedagogic spaces for inclusion.' International Journal of Inclusive Education. ISSN 1360-3116
Horsburgh, J, Newham, R, MacLeod, D, McTurk, D, Robertson, G, Ross, J and Earle, S (2025) 'Stories of practice in primary science from mixed-age classes.' Journal of Emergent Science, 28. pp. 42-48. ISSN 2046-4754
Hayes, S, Jandri膰, P, la Velle, L, Earle, S, 艩rajer, F, Dragi膰, Z, Kubat, S, Peraica, A, 艩vraka, D, Popovi膰, S, Mumela拧, D, Pospi拧, D, Vujanovi膰, B, Lugovi膰, S, Jopling, M, Tolbert, S and Watermeyer, R (2025) 'Postdigital citizen science and humanities: dialogue from the ground.' Postdigital Science and Education, 7. pp. 188-223. ISSN 2524-485X
Jopling, M et al (2025) 'Postdigital citizen science and humanities: a theoretical kaleidoscope.' Postdigital Science and Education, 7. pp. 31-77. ISSN 2524-485X
Yeh, C.S.-H, Ravalier, J and Chang, K (2025) 'Unveiling English school leaders鈥� intentional well-being cultivation practices during a global pandemic.' International Journal of Educational Management, 39 (1). pp. 107-125. ISSN 0951-354X
Lederman, J.S et al (2024) 'Completing the progression establishing an international baseline of primary, middle and secondary students鈥� views of scientific inquiry.' International Journal of Science Education, 46 (7). pp. 715-731. ISSN 0950-0693
Yeh, C.S.-H and Barrington, R (2023) 'Sustainable positive psychology interventions enhance primary teachers鈥� wellbeing and beyond 鈥� a qualitative case study in England.' Teaching and Teacher Education, 125. e104072. ISSN 0742-051X
Earle, S and Turner, J (2023) 'What has happened to teacher assessment of science in English primary schools? Revisiting evidence from the Primary Science Quality Mark.' Research in Science & Technological Education, 41 (1). pp. 22-38. ISSN 0263-5143
Earle, S and McMahon, K (2022) 'Applying cognitive science principles to primary science.' Impact, 16. pp. 13-16. ISSN 2514-6955
Etchells, P.J, Morgan, A.L and Quintana, D.S (2022) 'Loot box spending is associated with problem gambling but not mental wellbeing.' Royal Society Open Science, 9 (8). e220111. ISSN 2054-5703
McMahon, K (2022) 'Engaging trainee teachers with neuroscience and cognitive psychology.' SSR in Depth, 103 (385). pp. 5-11. ISSN 2755-256X
McMahon, K (2022) 'Doing retrieval practice better.' SSR in Practice, 103 (385). pp. 30-31. ISSN 2755-256X
Earle, S and Bianchi, L (2022) 'What role can professional learning frameworks play in developing teacher agency in subject leadership in primary science?' Professional Development in Education, 48 (3). pp. 462-475. ISSN 1941-5257
Earle, S (2022) 'Early Science research summary: use of play and role of the adult.' Journal of Emergent Science, 22. pp. 5-12. ISSN 2046-4754
Earle, S, Read, S and Parfitt, A (2025) Review of scientific literacy and oracy in primary school education. The Royal Society, London.
Earle, S (2023) Impact on practice: examples from the Teacher Assessment in Primary Science (TAPS) project. 黑料正能量, Bath.
Turner, J, Bianchi, L and Earle, S (2023) A response to the Ofsted Finding the Optimum report: implications for practice in primary science. Association for Science Education, University of Manchester.
Earle, S (2023) Stoke exemplification for primary science (SEPS) pupil work collections. 黑料正能量.
Earle, S and McMahon, K (2022) Cognitive science and TAPS: guidance from the Teacher Assessment in Primary Science (TAPS) project. Primary Science Teaching Trust, Bristol.
Learning Sciences in Teacher Education
Enhancing the Learning Sciences
Thinking Doing Talking Science
Teacher Assessment in Primary Science
STEAM Power