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Article

Bryce, T. G. K. and Blown, E. J. (2024) Ausubel's meaningful learning re-visited. Current Psychology, 43 (5). pp. 4579-4598. ISSN 1046-1310

Bryce, Thomas G. K. and Blown, Eric (2022) When is an interview an inter view? The historical and recent development of methodologies used to investigate children's astronomy knowledge. Research in Science Education. ISSN 1573-1898

Bryce, Thomas and Blown, Eric J. (2020) Imagery and explanation in the dynamics of recall of intuitive and scientific knowledge : insights from research on children's cosmologies. Research in Science Education. ISSN 1573-1898

Blown, Eric J. and Bryce, Thomas G. K. (2018) The enduring effects of early-learned ideas and local folklore on children's astronomy knowledge. Research in Science Education. ISSN 1573-1898

Blown, Eric and Bryce, Thomas (2017) Switching between everyday and scientific language. Research in Science Education, 47 (3). pp. 621-653. ISSN 1573-1898

Bryce, T. G K and Blown, E. J. (2016) Manipulating models and grasping the ideas they represent. Science and Education, 25 (1-2). pp. 47-93. ISSN 0926-7220

Bryce, Thomas and Day, Stephen P. (2014) Scepticism and the science of global warming : a rejoinder. Cultural Studies of Science Education, 9 (4). pp. 1025-1037. ISSN 1871-1502

Bryce, Tom G. K. and Day, Stephen P. (2014) Scepticism and doubt in science and science education : the complexity of global warming as a socio-scientific issue. Cultural Studies of Science Education, 9 (3). pp. 599-632. ISSN 1871-1502

Bryce, Thomas and Blown, Eric (2013) Children's concepts of the shape and size of the earth, sun and moon. International Journal of Science Education, 35 (3). pp. 388-446. ISSN 0950-0693

Day, Stephen and Bryce, Thomas (2013) Curriculum for Excellence science : vision or confusion? Scottish Educational Review, 45 (1). 53 - 67. ISSN 2773-0840

Findlay, Morag and Bryce, Thomas (2012) From teaching physics to teaching children : beginning teachers learning from pupils. International Journal of Science Education, 34 (17). pp. 2727-2750. ISSN 0950-0693

Blown, Eric and Bryce, Thomas (2012) Thought-experiments about gravity in the history of science and in research into children’s thinking. Science and Education, 22 (3). pp. 419-483. ISSN 0926-7220

Day, P.S. and Bryce, Thomas (2012) The benefits of cooperative learning to socio-scientific discussion in secondary school science. International Journal of Science Education. ISSN 0950-0693

Bryce, T. G. K. and Blown, E. J. (2012) The novice-expert continuum in astronomy knowledge. International Journal of Science Education, 34 (4). pp. 545-587. ISSN 0950-0693

Day, Stephen P. and Bryce, Tom G.K. (2011) Does the discussion of socio‐scientific issues require a paradigm shift in science teachers' thinking? International Journal of Science Education, 33 (12). pp. 1675-1702. ISSN 0950-0693

Bryce, Thomas (2010) Sardonic science? The resistance to more humanistic forms of science education. Cultural Studies of Science Education, 5 (3). pp. 591-612. ISSN 1871-1502

Blown, Eric and Bryce, Tom (2010) Conceptual coherence revealed in multi-modal representations of astronomy knowledge. International Journal of Science Education, 32 (1). pp. 31-67. ISSN 0950-0693

Bryce, Tom and Nellis, M. and Corrigan, Amanda Jane and Gallagher, H.G. and Lee, Peter and Sercombe, H. (2010) Biometric surveillance in schools : cause for concern or case for curriculum? Scottish Educational Review, 42 (1). pp. 3-22. ISSN 2773-0840

Bryce, T.G.K. and MacMillan, K. (2009) Momentum and kinetic energy : confusable concepts in secondary school physics. Journal of Research in Science Teaching, 46 (7). pp. 739-761.

Bryce, T.G.K. and Blown, E.J. (2007) Gender effects in children's development and education. International Journal of Science Education, 29 (13). pp. 1655-1678. ISSN 0950-0693

Bryce, Tom G.K. and Blown, E. (2006) Cultural mediation of children's cosmologies: a longitudinal study of the astronomy concepts of Chinese and New Zealand children : a longitudinal study of the astronomy concepts of Chinese and New Zealand children. International Journal of Science Education, 28 (10). pp. 1113-1160. ISSN 0950-0693

Gray, Donald S. and Bryce, Tom (2006) Socio-scientific issues in science education : implications for the professional development of teachers. Cambridge Journal of Education, 36 (2). pp. 171-192. ISSN 0305-764X

Blown, E. and Bryce, T.G.K. (2006) Knowledge restructuring in the development of children's cosmologies. International Journal of Science Education, 28 (12). pp. 1411-1462. ISSN 0950-0693

Bryce, Tom and MacMillan, Kenneth (2005) Encouraging conceptual change: the use of bridging analogies in the teaching of action-reaction forces and the 'at rest' condition in physics : the use of bridging analogies in the teaching of action-reaction forces and the 'at rest' condition in physics. International Journal of Science Education, 27 (6). pp. 737-763. ISSN 0950-0693

Bryce, Tom and Gray, Donald (2004) Tough acts to follow: the challenges to science teachers presented by biotechnological progress. International Journal of Science Education, 26 (6). pp. 717-733. ISSN 0950-0693

Humes, Walter and Bryce, Tom (2003) Post-structuralism and policy research in education. Journal of Educational Policy, 18 (2). pp. 175-187. ISSN 0268-0939

Humes, Walter and Bryce, Tom (2001) Scholarship, research and the evidential basis of policy development in education. British Journal of Educational Studies, 49 (3). pp. 329-352. ISSN 0007-1005

Book Section

Humes, Walter and Bryce, Thomas and Gillies, Donald and Kennedy, Aileen; Bryce, T.G.K. and Humes, W.M. and Gillies, D. and Kennedy, A., eds. (2013) The future of Scottish education. In: Scottish Education. Edinburgh University Press, Edinburgh, pp. 1054-1062. ISBN 9780748645824

Bryce, Thomas; Waddington, D. and Nentwig, P. and Schanze, S., eds. (2007) Standards in science education : the situation in Scotland. In: Making it comparable. Waxmann Verlag GmbH, Germany, pp. 255-262. ISBN 9783830919018

Conference or Workshop Item

Bryce, Tom and Blown, E. (2009) Conceptual coherence in the development of children's knowledge. In: ECER - The European Conference on Educational Research 2009, 2009-09-28 - 2009-09-30. (Unpublished)