Susan McCarthy

Contact

• workRoom B8 Dearing
  Jubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• work0115 951 4474
• fax0115 846 6600
• susan.mccarthy@nottingham.ac.uk

Biography

Susan McCarthy joined the School of Education in 2002 and is a member of the Centre for Applied Research in Teacher Education, Curriculum and Pedagogy (CARTECP). After teaching science at a secondary level in South Africa, she moved into Science Education at the University of Witwatersrand, Johannesburg, where she remained for 14 years. She completed a PhD in Science Education in the area of the development of learners' understanding of the nature of science. Her main teaching roles were in science teacher education and postgraduate courses in science education, and she supervised research students. She wrote and edited science teaching and learning materials.

Sue is a lecturer in Science Education and member of the Science Team. She is a tutor on the Science PGCE programme, focusing on the initial education of secondary science teachers. She co-ordinates the full-time PGCE science programme and is responsible for the recruitment of science teachers on PGCE courses. She is also involved the continuing professional development of teachers and contributes to the Masters in Teaching and Learning programme and the training of school mentors for PGCE science students.

Research Summary

Sue's broad areas of research interest include:

• science teacher education
• learning in science, with a focus on skills
• alternative conceptions in science
• teachers' and learners' understanding of the nature of science

More specific recent research and publications focus on:

• strategies PGCE students use to develop their subject knowledge
• teachers' and learners' understanding of broad classification in biology
• the development of science student teachers' understanding of the nature of science and the impact this has on their teaching.

Recent Publications

• YOUENS, B. and MCCARTHY, S., 2007. Subject knowledge development by science student teachers: the role of university tutors and school-based subject mentors Research in Science & Technological Education. 25(3), 293-306
• MCCARTHY, S and SANDERS, M, 2007. Broad classification and the provisional nature of science Journal of Biological Education. 41(3), 123-130
• MCCARTHY, S.E. and SANDERS, M., 2006. Factors likely to affect the use of biological classification to teach about the provisional nature of science. In: ATSE, Association for Tutors of Science Education Annual Conference.
• MCCARTHY, S. and YOUENS, B., 2005. Strategies used by science student teachers for subject knowledge development: a focus on peer support Research in Science & Technological Education. 23(2), 149-162

• View all publications

Sue is a member of the Centre for Research in Schools and Communities. Her research supervision areas include:

• science teacher education
• learning in science, with a focus on skills
• alternative conceptions in science
• teachers' and learners' understanding of the nature of science

Research proposals: please email Sue if you would like to discuss the appropriateness of your research topic. See also: School of Education research supervision areas.

• YOUENS, B. and MCCARTHY, S., 2007. Subject knowledge development by science student teachers: the role of university tutors and school-based subject mentors Research in Science & Technological Education. 25(3), 293-306
• MCCARTHY, S and SANDERS, M, 2007. Broad classification and the provisional nature of science Journal of Biological Education. 41(3), 123-130
• MCCARTHY, S.E. and SANDERS, M., 2006. Factors likely to affect the use of biological classification to teach about the provisional nature of science. In: ATSE, Association for Tutors of Science Education Annual Conference.
• MCCARTHY, S. and YOUENS, B., 2005. Strategies used by science student teachers for subject knowledge development: a focus on peer support Research in Science & Technological Education. 23(2), 149-162
• MCCARTHY, S.E. and SANDERS, M., 2005. Using biological classification to develop biology learners' understanding of the nature of science. Science Teacher Education. 44, 14-15
• MCCARTHY, S.E. and YOUENS, B.N., 2004. Subject Knowledge Development by Science Student Teachers: The Role of Peers Science Teacher Education. 40, 2-3
• MCCARTHY, S.E. and YOUENS, B.N., 2004. Subject Knowledge Development by Science Student Teachers: The Role of Peers Science Teacher Education. 40, 2-3
• MCCARTHY, S.E., 2003. Fitness and Health. In: Spectrum Year 9 Key Stage 3 Science, Pupil Book Cambridge University Press, Cambridge, UK. 13-26
• MCCARTHY, S.E., 2003. Fitness and Health. In: Spectrum Year 9 Key Stage 3 Science, Teacher Guide Cambridge University Press, Cambridge, UK. 31-69