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Social Sciences and Humanities

D-Index
35
Citations
8743
World Ranking
6610
National Ranking
1056

Overview

Robin Millar is affiliated with the University of York in the United Kingdom. Their research primarily focuses on the social sciences with a concentration in education and developmental and educational psychology.

Their work addresses key topics within science education and pedagogy, educational strategies and epistemologies, as well as innovative teaching methods.

Millar has published recent papers in the International Journal of Science Education. Notable publications include:

  • From broad principles to content-specific decisions: pre-service physics teachers' views on the usefulness of practical work, 2023, International Journal of Science Education
  • From vision to enactment: reflections on the practical impact of the Beyond 2000 report, 2024, International Journal of Science Education

The scientist frequently collaborates with James Winter.

Their contributions have appeared mainly in the International Journal of Science Education, where they have published two papers.

Best Publications

  • What “ideas‐about‐science” should be taught in school science? A Delphi study of the expert community

    Jonathan Osborne;Sue Collins;Mary Ratcliffe;Robin Millar

  • Does Practical Work Really Work? A study of the effectiveness of practical work as a teaching and learning method in school science

    Ian Abrahams;Robin Millar

  • The role of practical work in the teaching and learning of science

    Robin Millar

  • Twenty First Century Science: Insights from the design and implementation of a scientific literacy approach in school science

    Robin Millar

  • Towards a science curriculum for public understanding

    Robin Millar

  • Reasoning from data: How students collect and interpret data in science investigations

    Zoe Kanari;Robin Millar

  • Epistemological Understanding in Science Learning: The Consistency of Representations across Contexts.

    John Leach;Robin Millar;Jim Ryder;Marie-Geneviève Séré

  • Improving Science Education: The Contribution of Research

    Robin Millar;John Leach;Jonathan Osborne

  • Students' reasoning about basic chemical thermodynamics and chemical bonding: what changes occur during a context-based post-16 chemistry course?

    Vanessa Barker;Robin Millar

  • Science education for the future : National curriculum review

    Robin Millar;Jonathan Osborne;Mick Nott

  • An analysis of labwork tasks used in science teaching at upper secondary school and university levels in several European countries

    Andrée Tiberghien;Laurent Veillard;Jean-François Le Maréchal;Christian Buty

  • Practical work: making it more effective

    Robin Millar;Ian Abrahams

  • Children's ideas about the reliability of experimental data

    Fred Lubben;Robin Millar

  • Varieties of Labwork: A Way of Profiling Labwork Tasks

    Robin Millar;Andrée Tiberghien;Jean-François Le Maréchal

  • Investigating in the school science laboratory: conceptual and procedural knowledge and their influence on performance

    Robin Millar;Fred Lubben;Richard Got;Sandra Duggan

  • Students' reasoning about chemical reactions: what changes occur during a context-based post-16 chemistry course?

    Vanessa Barker;Robin Millar

  • Doing Science: Images of Science in Science Education

    Robin Millar

  • Evidence‐based practice in science education: the researcher–user interface

    Mary Ratcliffe;Hannah Bartholomew;Vicky Hames;Andy Hind

  • Science: The Salters' approach‐a case study of the process of large scale curriculum development

    Bob Campbell;John Lazonby;Robin Millar;Peter Nicolson

  • Public understanding of science: from contents to processes

    Robin Millar;Brian Wynne

Frequent Co-Authors

Jonathan Osborne
Jonathan Osborne Stanford University
Richard A. Duschl
Richard A. Duschl Pennsylvania State University
Michael J. Reiss
Michael J. Reiss University College London
Brian Wynne
Brian Wynne Lancaster University

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