Dr. Wood's current research projects focus upon inquiry-based learning (IBL) in science education, especially teachers’ IBL values and practices; in situ and ex situ conservation education (including within primate education); the impact of confidence-informed motivation upon children’s engagement with social contexts, and; allied to this, the impact of teacher-student relationship quality upon children’s receptiveness to feedback during learning activities.Inquiry-Based Learning (IBL) in Science Education.
CURRENT RESEARCH
- Enhancing Children’s Engagement with Science Education and Outdoor Learning (including Nature, Conservation and Sustainability)
- The influence of Inquiry-Based Learning approaches upon children’s engagement with Science
- Enhancing trainee ITE teachers’ confidence and enthusiasm for Science Education through inquiry-based learning approaches
- Enhancing children’s engagement with nature and conservation through Inquiry-Based Learning and informal education (including outdoor learning).
- Creative approaches to Outdoor Education and Learning – the impact of teacher characteristics and professional confidence upon approaches within outdoor education (including Forest and Beach School); creative and playful approaches to learning, engagement and understanding; individuals’ perceived benefits of outdoor adventures.
- Cornwall Children’s Active Engagement with Science: organizing and developing practical, relevant and interesting science inquiry-based activities for children in Cornwall. I am organizing and, in some cases, leading the children’s science activities, together with partnership development, and related research and knowledge expansion opportunities.
- The impact of student-perceived teacher-student relationship quality upon students’ engagement with learning.
- Philosophical approaches to enhancing confidence-informed social motivation within human knowledge and endeavour: this research is, specifically, developing extensions to philosophical hermeneutics (Gadamer) and hermeneutic phenomenology (Heidegger) through the novel theory of the Philosophy of Confidence-Informed Social Motivation (PCISM).
PUBLICATIONS
Wood, R. (2022) Time to Change: Rethinking the Big Bang Theory and Black Holes. London: Amazon UK. (ISBN: 979-8-78-405159-2)
Wood, R. (2021) Human Confidence and Endeavour: Four Universal Enhancers of the Quality of Life. London: Amazon UK. (ISBN: 979-8-50-929770-0)
Wood, R. (2021) Foreword. In Samitharathana, W. (2021) Transcendental Reasoning of Gotama: Philosophical Commentary on Aphoristic Theorem of Gotama beyond Aristotle. California: Barker and Jules.
Wood, R. (2020) The new Big Bang Theory, Black Holes and the Multiverse explained (Gravity-Light Energized Waves as the GLEW holding the Multiverse together: rethinking the composition and function of black holes, dark energy and dark matter) – Second Edition. London: Amazon UK. (ISBN: 979-8-65-049237-5)
Wood, R. (2020) The new Big Bang Theory, Black Holes and the Multiverse explained (Gravity-Light Energized Waves as the GLEW holding the Multiverse together: rethinking the composition and function of black holes, dark energy and dark matter) London: Amazon UK. (ISBN: 979-8-64-652504-9)
Wood, R. (2020) A Universal Philosophy of Confidence-Informed Social Motivation. Newcastle, UK: Cambridge Scholars Publishing. (ISBN: 978-1-5275-4863-3)
Wood, R. (2020, April) Investigating the Enhancement of Students’ Engagement with Learning Activities through the lens of Self-Determination Theory. European Journal of Teaching and Education, April 2020 https://doi.org/10.33422/ejte.v2i2.263
Wood, R. (2020, January) Children as natural philosophizers: A perspective upon the enhancement of children’s confidence through the philosophical spectacles of Grosseteste and Gadamer. In Cunningham, J.P. and Puttick, S. (eds.) Robert Grosseteste and Theories of Education: The Ordered Human. London: Routledge. (ISBN: 978-0-3672-7302-6)
Wood, R. (2019) Gravity-Light Energized Waves as the GLEW holding the Multiverse together: rethinking the composition and function of black holes, dark energy and dark matter. General Science Journal, April 2019: https://www.gsjournal.net/Science-Journals/Research%20Papers/View/7755
Wood, R. (2019) Students’ motivation to engage with science learning activities through the lens of Self-Determination Theory: a school-based study. Eurasia Journal of Mathematics, Science and Technology Education: April 2019 – Volume 15, no. 7. https://doi.org/10.29333/ejmste/106110
Wood, R. (2017) The Influence of Teacher-Student Relationships and Feedback on Students' Engagement with Learning. Newcastle, UK: Cambridge Scholars Publishing.
Wood, R. (2016) The Impact of Students’ Perceived Relatedness and Competence upon their Motivated Engagement with Learning Activities: A Self-Determination Theory Perspective. Unpublished, Ph.D. thesis: University of Birmingham.
Research projects
Dr. Wood's current research projects focus upon inquiry-based learning (IBL) in science education, especially teachers’ IBL values and practices; in situ and ex situ conservation education (especially within primate education); the impact of confidence-informed motivation upon children’s engagement with social contexts, and; allied to this, the impact of teacher-student relationship quality upon children’s receptiveness to feedback during learning activities.Inquiry-Based Learning (IBL) in Science Education.
CURRENT RESEARCH
- Enhancing Children’s Engagement with Science Education and Outdoor Learning (including Nature, Conservation and Sustainability)
- The influence of Inquiry-Based Learning approaches upon children’s engagement with Science
- Enhancing trainee ITE teachers’ confidence and enthusiasm for Science Education through inquiry-based learning approaches
- Enhancing children’s engagement with nature and conservation through Inquiry-Based Learning and informal education (including outdoor learning).
- Creative approaches to Outdoor Education and Learning – the impact of teacher characteristics and professional confidence upon approaches within outdoor education (including Forest and Beach School); creative and playful approaches to learning, engagement and understanding; individuals’ perceived benefits of outdoor adventures.
- Cornwall Children’s Active Engagement with Science: organizing and developing practical, relevant and interesting science inquiry-based activities for children in Cornwall. I am organizing and, in some cases, leading the children’s science activities, together with partnership development, and related research and knowledge expansion opportunities.
- The impact of student-perceived teacher-student relationship quality upon students’ engagement with learning.
- Philosophical approaches to enhancing confidence-informed social motivation within human knowledge and endeavour: this research is, specifically, developing extensions to philosophical hermeneutics (Gadamer) and hermeneutic phenomenology (Heidegger) through the novel theory of the Philosophy of Confidence-Informed Social Motivation (PCISM).
PUBLICATIONS
Wood, R. (2022) Time to Change: Rethinking the Big Bang Theory and Black Holes. London: Amazon UK. (ISBN: 979-8-78-405159-2)
Wood, R. (2021) Human Confidence and Endeavour: Four Universal Enhancers of the Quality of Life. London: Amazon UK. (ISBN: 979-8-50-929770-0)
Wood, R. (2021) Foreword. In Samitharathana, W. (2021) Transcendental Reasoning of Gotama: Philosophical Commentary on Aphoristic Theorem of Gotama beyond Aristotle. California: Barker and Jules.
Wood, R. (2020) The new Big Bang Theory, Black Holes and the Multiverse explained (Gravity-Light Energized Waves as the GLEW holding the Multiverse together: rethinking the composition and function of black holes, dark energy and dark matter) – Second Edition. London: Amazon UK. (ISBN: 979-8-65-049237-5)
Wood, R. (2020) The new Big Bang Theory, Black Holes and the Multiverse explained (Gravity-Light Energized Waves as the GLEW holding the Multiverse together: rethinking the composition and function of black holes, dark energy and dark matter) London: Amazon UK. (ISBN: 979-8-64-652504-9)
Wood, R. (2020) A Universal Philosophy of Confidence-Informed Social Motivation. Newcastle, UK: Cambridge Scholars Publishing. (ISBN: 978-1-5275-4863-3)
Wood, R. (2020, April) Investigating the Enhancement of Students’ Engagement with Learning Activities through the lens of Self-Determination Theory. European Journal of Teaching and Education, April 2020 https://doi.org/10.33422/ejte.v2i2.263
Wood, R. (2020, January) Children as natural philosophizers: A perspective upon the enhancement of children’s confidence through the philosophical spectacles of Grosseteste and Gadamer. In Cunningham, J.P. and Puttick, S. (eds.) Robert Grosseteste and Theories of Education: The Ordered Human. London: Routledge. (ISBN: 978-0-3672-7302-6)
Wood, R. (2019) Gravity-Light Energized Waves as the GLEW holding the Multiverse together: rethinking the composition and function of black holes, dark energy and dark matter. General Science Journal, April 2019: https://www.gsjournal.net/Science-Journals/Research%20Papers/View/7755
Wood, R. (2019) Students’ motivation to engage with science learning activities through the lens of Self-Determination Theory: a school-based study. Eurasia Journal of Mathematics, Science and Technology Education: April 2019 – Volume 15, no. 7. https://doi.org/10.29333/ejmste/106110
Wood, R. (2017) The Influence of Teacher-Student Relationships and Feedback on Students' Engagement with Learning. Newcastle, UK: Cambridge Scholars Publishing.
Wood, R. (2016) The Impact of Students’ Perceived Relatedness and Competence upon their Motivated Engagement with Learning Activities: A Self-Determination Theory Perspective. Unpublished, Ph.D. thesis: University of Birmingham.
Further information
https://cornwallsciencecommunity.org/
https://cornwallsciencecommunity.org/about-the-bsa/the-committee/