Dr Sarah Frodsham

Profile details

Biography

Sarah is a Departmental Lecturer at the Department for Continuing Education, University of Oxford, and a Senior Lecturer at Oxford Brookes University.

Her PhD was obtained in January 2018 and relates to the development of creativity within primary school science. It is entitled, ‘Developing creativity within primary science teaching. What does it look like and how can classroom interactions augment the process?’. Prior to this Sarah spent a decade as a Structural Biologist having obtained her MSc from Birbeck College London and BSc From Oxford Brookes University.

When completing her PhD, and through subsequent post-doctoral research projects, described in more detail below, she published numerous peer-reviewed articles; chapters in edited academic books; presentations at national and international conferences and several external facing websites. See reference section at the end of this webpage for more information.

She has also taught on MA and EdD programmes, nominally focusing on postgraduate research methodologies and methods. She is also currently part of the Department for Continuing Education team, at the University of Oxford, running the Graduate School’s programme of training and support in research methods and skills development. She continues to successfully supervise MA, EdD and PhD students and holds a current ethics role at Oxford Brookes University, in the School of Education. She believes that ethics is not only procedural, that is, knowing who to refer to, where to find the forms to complete and how to fill them out, but also about the relationships (formal and informal) created between colleagues/peers, and enabling all those involved in academic endeavours to feel part of an active, vibrant community. Her passion for this community of practice has resulted in further publications, see references.

Having worked within the parameters of a positivist paradigm, which nominally focused on quantitative analysis, she, having been a positivist researcher, found herself adopting an interpretive approach to her PhD research. After completing a BSc and MSc in molecular and protein science and then subsequently traversed a paradigm shift into the social sciences she has been an Associate Researcher in numerous post-doctoral positions. These include:

  • Primary Science Teaching Trust (PSTT) projects: - Examining and exemplifying Creativity in science, Science through story-telling and Using IPads in primary science classrooms.
  • Impact Case Study (ICS) project: - Innovative Pedagogy in Primary Science Education.
  • Independent Social Research Funding (ISRF) project – Oxford Brookes Staff and Student Experiences of teaching and learning during Lockdown.
  • Research Excellence Award (REA) project: - STEM through stories.
  • Brookes Teaching Excellence fellowship (BTEF) project - Thinking mathematically: does integrating mathematical mindset theory with coaching strategies develop more positive attitudes to mathematics in trainee teachers?
  • REA project – My primary school is at the museum.

She has also curated various websites to enable ease of communication and dissemination of the above research activities (see reference list). In fact these were informed from co-convening, generating, maintaining and promoting the STEAM research group website (click here) and other online conferences (e.g. click here). These websites are also hyperlinked to other, relevant research projects she and others at have been involved in, so they are easy to find for external on-line visitors.

Her interest in digital technologies has also extended into further collaborations such as being invited to be on the committee for the ESERA 2020 Virtual, week-long, Summer School (June 28th – July 5th 2020) and the National Association of Mathematics Advisers (NAMA) and Association of Mathematics Education Teachers (AMET) their two day inaugural online conference for all their national and international members on the 5th and 6th March 2021.

Additional information

She is currently a member of five international professional bodies. They are: Association of Science Education (ASE), British Educational Research Association (BERA), European Science Education Research Association (ESERA); American Education Research Association (AERA) and National Association for Research in Science Teaching (NARST)

She will serve as an NARST Committee member for a three-year term at the end of 2022.

References

PhD thesis

Frodsham, S. (2018) ‘Developing creativity within primary science teaching. What does it look like and how can classroom interactions augment the process?’. Unpublished PhD thesis. Oxford: Oxford Brookes University.

Journal articles

McGregor, D., Frodsham, S., & Wilson, H. (2020) The nature of epistemological opportunities for doing, thinking and talking about science : Reflections on an effective intervention that promotes creativity. Research Science & Technology Education. doi/abs/10.1080/02635143.2020.1799778

McGregor, D,, & Frodsham, S. (2019) ‘Epistemic insights : Contemplating tensions between policy influences and creativity in school science’. BERJ. 45(4). P.770-790.

Frodsham, S., McGregor, D., & Wilson, H. (2014) ‘Young children’s views of creativity in science: exploring perspectives in an English primary classroom’, Journal of Emergent Science, (8), pp.31-41.

Book chapters

McGregor, D, Frodsham, S. & Deller, C. (2021) Persistence and perseverance : Overcoming University Research Ethics Committee (UREC) processes to elicit childrens’ views, voices and volitions. In A Fox, H Busher and C Capewell (Eds.), Thinking critically and ethically about research in education, London: Routledge

McGregor, D. Frodsham, S. & Deller, C. (In press) From slavery to scientist : Dramatising an historical story to creatively engage learners in resolving STEM problems. In K. Murcia, C. Campbell, M. Joubert & S. Wilson (Eds) Children’s Creative Inquiry in STEM. 

McGregor, D, Wilson, H., Frodsham, S. & Alexander, P. (In press) Practical Theorising in the Professional Development of Primary Teachers: Outcomes of the ‘Thinking, Doing, Talking Science’ Project, In K Burn, T Mutton and I Thompson (Eds,), In Practical Theorising in Teacher Education : Holding Theory and Practice Together. Oxford: OUP

McGregor, D., Frodsham, S & Bird, J. (In press) Messing with maltzers and magnets : Toward a theorisation about affordances using tablet technology in inquiry teaching and learning. In Stamatios, P. & Michail, K. (Eds,), STEM, Robotics, Mobile Apps in Early Childhood and Primary Education – Technology to promote teaching and learning. New York : Springer

McGregor, D & Frodsham, S (forthcoming) Eliciting both the teachers and pupils’ perspectives in the creative classroom: Issues of agency and privacy. In Wild, M & Brown, C (Eds,), Ethical Dilemmas in Educational Research. Oxford: OUP

McGregor, D., & Frodsham, S (forthcoming) Exploring types of dialogue illustrating ways of orienting learners within scientifically figured worlds. In McGregor, D (Eds,), Learning Science Through Drama. New York : Springer.

Websites

Paper presentations

Frodsham, S., McGregor, D., Mahoney, K., & Skelton, J. (2021) Once upon a time .... drawing on fictional texts to support learning science. British Educational Research Association. 13th-16th September 2021

McGregor, D., Frodsham, S., Deller, C. (2021) Emergent learning through teacher/researcher collaborations : learning about evolution. British Educational Research Association. 13th-16th September 2021

Frodsham, S., McGregor, D., Mahony, K., & Skelton, J. (2021) Once upon a time : A Covid secure approach to teaching science. ESERA. 30th August-1st September 2021.

McGregor, D., & Frodsham, S (forthcoming) Researching creativity in learning : Ethical considerations when probing etic and emic perspectives. British Educational Research Association. 13th-16th September 2021

Capewell, C., Frodsham, S., & Waring-Paytner, K. (2021) Photovoice : Students experiences of learning during lockdown. Brighton Education Conference, 12th July 2021.

McGregor, D. & Frodsham, S. (2021) Ethically eliciting Ethnographic Data: Seeking Etic and Emic Perspective About Learning in Creative Science classrooms. American Educational Reseach Association (AERA). On-line, April 8th-12th 2021.

McGregor, D. & Frodsham, S. (2021) Epistemic Reflection on Successful Science Teaching Intervention : Theorising How Constructivism Works to Promote Creativity. American Educational Research Association (AERA). On-line, April 8th-12th 2021.

McGregor, D. & Frodsham, S. (2021) Consideration of participatory ethics when eliciting etic and emic perspectives of learning. National Association for Research in Science Teaching (NARST). On-line, April 7th-10th 2021.

McGregor, D., & Frodsham, S. (2020). Moments of Creativity: Analysis through an application of CHAT. Presentation at British Educational Research Association (BERA). Online, August 3rd-21st 2020.

Frodsham, S., McGregor, D. & Wilson, H. (2020) Examining the nature of epistemological opportunities available through an innovative continued professional development programme. National Association for Research in Science Teaching (NARST). Portland. Oregan, March 15th-18th 2020.

Frodsham, S., Deller, C., & McGregor, D. (2020) ‘Researching practice – Sharing some action research tools to measure the impact of your teaching’. Presentation at Association of Science Education (ASE) Annual Conference. Reading, UK, January 09th 2020.

Frodsham, S., Deller, C., & McGregor, D. (2020) ‘Researching practice – Sharing action research tools re sound stories’. Presentation at Association of Science Education (ASE) Annual Conference. Reading, UK, January 09th 2020.

McGregor, D. & Frodsham, S. (2019) ‘Scientists’ narratives of their school science experiences : Implications for policy and practice (so far)’. Presentation at British Educational Research Association (BERA), Newcastle, UK, September 10th-12th 2019.

McGregor, D. & Frodsham, S. (2019) ‘Scientist views of scientific originality: Opportunities and constraints in school science’. Presentation at European Science Education Research Association (ESERA) conference. Bologna, Italy, 26th-30th August 2019.

McGregor, D. & Frodsham, S. (2019) ‘Storytelling and inquiry practical work in school science: why bother?’. Presentation at European Science Education Research Association (ESERA) conference. Bologna, Italy, 26th-30th August 2019.

Frodsham, S. (2019) ‘Discussant: Drama and learning science: Pedagogy, participation and passion’. Presentation at European Science Education Research Association (ESERA) conference. Bologna, Italy, 26th-30th August 2019.

Frodsham, S. (2019) ‘Graphical representations of creativity in the primary science classroom: Illustrating innovation and originality through three visual displays’. Presentation at Primary Science Teaching Trust (PSTT) conference. Edinburgh, Scotland, June 6-8th 2019.  

Frodsham, S. & Deller, C. (2019) 'Researching your practice from different perspectives'. Presentation at Primary Science Teaching Trust (PSTT) conference. Edinburgh, Scotland, June 6-8th 2019.   

Frodsham S. & McGregor, D. (2019) ‘School science: Scientists stories’. Presentation at The Association  for Science Education (ASE), Birmingham, England, Jan 10th 2019.  

McGregor, D., & Frodsham, S. (2018) ‘Learning through Storytelling: Reflections on its use as a science teaching practice’. Presentation at International Organisation for Science and Technology Education (IOSTE), Malmo, Sweden, August 13-17th 2018.

Frodsham, S. (2018) ‘Discussant: Learning Science Through Drama’. Presentation at International Organisation for Science and Technology Education (IOSTE), Malmo, Sweden, August 13-17th 2018.

McGregor, D., & Frodsham S. (2018) ‘Storytelling in Science: The impact of pedagogic variations’. Presentation at British Educational Research Association (BERA), Newcastle, UK, September 11th-13th 2018.

McGregor, D., & Frodsham S. (2018) ‘Exploring views about the nature and influence of creativity-in-school-science: the qualified scientist’s perspective’. Presentation at British Educational Research Association (BERA), Newcastle, UK, September 11th-13th 2018.

Frodsham, S. (2018) ‘Demonstrating Creativity-in-Learning Through Classroom Talk: Towards A Fresh Theoretical Framework’. Presentation at British Educational Research Association (BERA), Newcastle, UK, September 11th-13th 2018.

Frodsham, S. (2016) ‘Generating representations of creativity in the primary science classroom’. Presentation at British Educational Research Association (BERA) conference. Leeds, UK, September 14th 2016.

McGregor, D., Bird J., & Frodsham, S. (2016) ‘Mixtures, maltesers and magnets : Augmenting the enquiry process through tablet technology in Primary Science’. Presentation at British Educational Research Association (BERA) conference. Leeds, UK, September 12th 2016.

Frodsham, S. (2016) ‘Teachers’ Perspectives on Creativity and ways it can be Supported and Developed in Primary School Science Lessons’. Presentation at Primary Science Teaching Trust (PSTT) conference. Belfast, Ireland, June 11th 2016.

Frodsham, S. (2015) ‘Interpreting pedagogical practices (concerning creativity) through visual representations of primary science lessons’. Presentation at European Science Education Research Association (ESERA) conference. Helsinki, Finland, 31st August 2015.

Frodsham, S. (2015) ‘Interpreting science teacher’s practice (related to creativity) through visual representations of their actions’. Presentation at British Educational Research Association (BERA) conference. Belfast, Ireland, September 16th 2015.

Poster presentations

Frodsham, S. (2017), ‘Evidencing Creativity in Talk: Toward a Fresh Theoretical Framework’. Poster presentation at Association of Science Education (ASE) Annual Conference. Reading, UK, January 11th 2016.

Frodsham, S. (2016), ‘Developing creativity through formative assessment for learning (AfL)’. Poster presentation at Association of Science Education (ASE) Annual Conference. Birmingham, UK, January 9th 2016.

Frodsham, S. (2016) ‘Interpreting pedagogical practices (concerning creativity) through visual representations of primary science lessons’. Poster presentation at Association of Science Education (ASE) Annual Conference. Birmingham, UK, January 9th 2016.

Frodsham, S. (2015) ‘Interpreting teacher observations (concerning creativity) through visual representations’. Poster presentation at Association of Science Education (ASE) Annual Conference. Reading, UK, January 10th 2015.

Exhibitions

Frodsham, S. (2021) My (Our) Fresnel Identity. Oxford Brookes University. Oxford, UK, 27th November-4th December 2021.