P. Scott

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Talking a Way to Understanding in Science Classrooms

P. Scott, 2008 .

Constructing Scientific Knowledge in the Classroom

P. Scott, R. Driver, Hilary Asoko, 1994 .

Student Conceptions and Conceptual Learning in Science

P. Scott, Hilary Asoko, J. Leach, 2013 .

'Electronium': a quantum atomic teaching model

John Leach, Hans Niedderer, Philip Scott, 2002 .

Individual and Sociocultural Views of Learning in Science Education

P. Scott, J. Leach, 2003 .

Young People's understanding of science concepts: implications of cross-age studies for curriculum planning

P. Scott, R. Driver, J. Leach, 1994 .

Teacher Talk and Meaning Making in Science Classrooms: a Vygotskian Analysis and Review

P. Scott, 1998 .

Pedagogical link‐making: a fundamental aspect of teaching and learning scientific conceptual knowledge

P. Scott, E. Mortimer, J. Ametller, 2011 .

The tension between authoritative and dialogic discourse: A fundamental characteristic of meaning making interactions in high school science lessons

Philip Scott, P. Scott, E. Mortimer, 2006 .

Learning from and responding to students' questions: The authoritative and dialogic tension

Phil Scott, P. Scott, E. Mortimer, 2009 .

Evidence-Informed Approaches to Teaching Science at Junior High School Level: Outcomes in Terms of Student Learning.

P. Scott, Jenny M. Lewis, J. Leach, 2003 .

The concept of learning demand as a tool for designing teaching sequences

P. Scott, J. Leach, 2000 .

Classroom Discourse and Science Learning

P. Scott, A. Almahrouqi, 2012 .

Discussion and Science Learning

P. Scott, L. Dawes, 2014 .

Ting and evalua Ting T eaching sequences: l earning from examples that don't work

Phil Scott, John Leach, Jaume Ametller, 2008 .

Teaching for conceptual understanding : an approach drawing on individual and sociocultural perspectives

P. Scott, J. Leach, 2008 .

Designing research evidence-informed teaching interventions

P. Scott, Jenny M. Lewis, J. Leach, 2006 .

Designing and Evaluating Science Teaching Sequences: An Approach Drawing upon the Concept of Learning Demand and a Social Constructivist Perspective on Learning

Phil Scott, John Leach, P. Scott, 2002 .

Learning science in the classroom: Drawing on individual and social perspectives

P. Scott, J. Leach, 2003 .

The design and evaluation of a teaching–learning sequence addressing the solubility concept with Turkish secondary school students

Phil Scott, John Leach, P. Scott, 2004 .

Designing and Evaluating Short Science Teaching Sequences: Improving Student Learning

John Leach, Philip Scott, Jaume Ametller, 2005 .

Using perspectives on subject learning to inform the design of subject teaching: an example from science education

Phil Scott, John Leach, Jaume Ametller, 2007 .

Towards Evidence-Based Practice in Science Education

P. Scott, J. Osborne, Jenny M. Lewis, 2002 .

'Electronium': a quantum atomic teaching model

P. Scott, J. Leach, H. Niedderer, 2002 .

Applying metaphors for learning to continuing professional development (CPD), in the context of a course for Special Educational Needs Coordinators (SENCOs)

P. Scott, D. Sugden, S. Pearson, 2011 .

Planning science instruction: from insights to learning to pedagogical practices

P. Scott, 2006 .

Talking science: Language and learning in science classrooms

Phil Scott, P. Scott, 2006 .

Forum: A sociocultural perspective on mediated activity in third grade science

P. Scott, 2007 .

Meaning Making in Secondary Science Classrooms

Eduardo Fleury Mortimer, Philip Scott, P. Scott, 2003 .

Research in science education in Europe : current issues and themes

Phil Scott, Geoff Welford, P. Scott, 1996 .

Conceptual Profiles: Theoretical-Methodological Bases of a Research Program

Phil Scott, Charbel Niño El-Hani, P. Scott, 2014 .

A study of progression in learning about ‘the nature of science’: issues of conceptualisation and methodology

Phil Scott, John Leach, Robin Millar, 1993 .

Meaning Making in High School Science Classrooms: A Framework for Analysing Meaning Making Interactions

Phil Scott, P. Scott, E. Mortimer, 2005 .

Teaching science in a meaningful way: striking a balance between 'opening up' and 'closing down' classroom talk

Phil Scott, Jaume Ametller, P. Scott, 2007 .

The Force Concept Inventory: A Tool for Monitoring Student Learning.

Philip Scott, Antti Savinainen, P. Scott, 2002 .

Using a Bridging Representation and Social Interactions to Foster Conceptual Change: Designing and Evaluating an Instructional Sequence for Newton's Third Law.

Philip Scott, Jouni Viiri, Antti Savinainen, 2005 .

Developing science concepts in secondary classrooms : an analysis of pedagogical interactions from a Vygotskian perspective

Philip Harland Scott, P. Scott, 1997 .

The Heterogeneity of Discourse in Science Classrooms: The Conceptual Profile Approach

P. Scott, E. Mortimer, C. El-Hani, 2012 .

Children's ideas about ecology 3: ideas found in children aged 5‐16 about the interdependency of organisms

John Leach, Philip Scott, P. Scott, 1996 .

Children's ideas about ecology 2: ideas found in children aged 5‐16 about the cycling of matter

John Leach, Philip Scott, P. Scott, 1996 .

Using the Force Concept Inventory to monitor student learning and to plan teaching

Philip Scott, Antti Savinainen, P. Scott, 2002 .

Talk, action, and visual communication in teaching and learning science

Phil Scott, Carey Jewitt, P. Scott, 2003 .

Probing Teaehers’ Views of the Nature of Science: How Should We Do It and Where Should We Be Looking?

P. Scott, Jonathan Osborne, G. Welford, 2005 .