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Essex, Jane (2022) Preparing trainee teachers to negotiate the tension between disciplinary excellence and inclusion. Science Teacher Education (92). pp. 7-12. ISSN 0961-6152

Findlay, Morag (2017) Science teacher education in Scotland. Science Teacher Education, 80. pp. 33-45. ISSN 0961-6152

Findlay, Morag (2016) Taking photographs to enhance student teachers' learning of primary science. Science Teacher Education, 76. pp. 21-30. ISSN 0961-6152

Findlay, Morag (2015) Review of Scott (2014). [Review]

Findlay, Morag (2014) STEM education in Scotland. Science Teacher Education, 71. pp. 31-36. ISSN 0961-6152

Findlay, Morag (2014) Review of Danielsson and Warwick (2014): ‘All we did was things like forces and motion’. [Review]

Findlay, Morag (2014) Interpreting scientific claims. [Review]

Findlay, Morag (2014) Resource review : Mind mapping for dummies. [Review]

Findlay, Morag (2013) A new approach to questioning? [Review]

Findlay, Morag (2013) Teachers’ views of learning physics: Review of Mulhall, P. & Gunstone, R. [Review]

Findlay, Morag (2013) Getting the most from learning about earth, moon and sun : Review of Bryce, T.G.K. & Blown, E.J. (2012) ‘Children's concepts of the shape and size of the earth, sun and moon’. [Review]

Souter, Nicholas (2011) Meanwhile, north of the border. Science Teacher Education, 60. pp. 20-23. ISSN 0961-6152

Blake, Allan and Smith, Colin and Mcnally, James (2009) Becoming an effective science teacher at the Department of Curricular Studies, University of Strathclyde. Science Teacher Education, 55. pp. 23-26. ISSN 0961-6152

Souter, Nicholas (2008) Scientific capability and B.Ed. undergraduates. Science Teacher Education, 51. pp. 12-23. ISSN 0961-6152