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Nasser Mansour

Personal Statement | Recent Projects | Publications


Personal Statement

In recent years there has undoubtedly been an increase in the availability of computer hardware and software in schools. However, teachers have a vital role in developing purposeful and effective use of technology in the classroom through their attitudes, skills and vision and to develop classroom climates that can promote the achievement of benefits of technology use. Successful integration into the curriculum depends on teachers being convinced of the relevance of ICT as a means of providing access to a richer range of resources for themselves and pupils. The crucial component in the use of ICT in learning and teaching is the teacher and their pedagogical approaches. Teachers’ beliefs about primary teaching and schooling, their attitudes toward ICT and their understanding of the value and purpose of ICT are determining influences in whether they use ICT or not.

I am interested in studying teachers' skills and knowledge about the use of ICT in the science classroom and their willingness of science teachers to embrace new approaches to subject teaching and learning using ICT. Also, I am interested in exploring teachers’ perceptions of their needs and challenges in relation to ICT development and to explore the perceived constraints upon the process of integrating ICT, and their own reservations about this. Also, part of my interest is networked learning and how social cultural-contexts can influence the networked learning.

 

Recent Projects

Argunaut Project:

The main aim of this project is to develop awareness tools for moderators used for the facilitation of online discussion. The ARGUNAUT system that is being developed during this project is based on synchronous learning and embeds an integrated suite of tools in order to set up and moderate synchronous discussions. The synchronous discussions are held by the students in either Digalo or Freestyler (developed at the University of Duisburg) which are tools that support online visual argumentation and dialogues. The central idea behind this project is to develop the awareness indicators, using data mining techniques and artificial intelligence trained on pedagogically annotated events of teaching and learning activities in online discussions. These awareness indicators will inform the moderator about teaching and learning activities that occur in online discussions. The challenge is to find ways in which pedagogical ideas of online argumentation, teaching and learning processes can be articulated into rules used by the awareness tools to find patterns or examples of particular networked learning behaviour that signify these rules.

Publications

Nasser Mansour is a Lecturer in Science Education at the Faculty of Education, Tanta University, Egypt. He did work as a research assistant on a research project to assess the “Continuing Professional Development” (CPD) programme, at School of Education and Lifelong Learning, University of Exeter, United Kingdom.

He holds BSc (grade Very Good/Honours) in Physics & Chemistry Education, and an MA in Science Education (grade Excellent) from the Faculty of Education, Tanta University, Egypt. His PhD in Science Education is from the School of Education and Lifelong Learning, University of Exeter. He also holds a Diploma in Understanding Children from the Open University, United Kingdom.

He originated the “Personal Religious Beliefs (PRB) Model”, which explains the process of shaping and reshaping teachers’ beliefs and practices. He is a reviewer for the British Educational Research Association (BERA) conference. He is a member of several educational associations; BERA (British Educational Research Association, UK); ESERA (European Science Educational Research Association, Netherlands); BAAS (British Association for the Advancement of Science, UK); and NARST (National Association for Research in Science Teaching, USA).

His main research interests are in aspects of teaching and learning in science, including STS (Science, Technology and Society education); controversial issues, scientific literacy, the relationship between religion and science education; learners’ ideas, misconceptions, alternative conceptions and alternative frameworks; constructivism in science education; learner thinking; creative thinking in science explanations in science; teaching about the nature of science; science teachers’ beliefs and practices, teacher professional development; Multi-cultural studies in science education and Grounded Theory.

Membership of Professional Bodies/Associations:

Member: International Journal of Science Education Work history:

Professional skills:

Professional projects:

Awards

The Best Paper in the Best Paper Award of the Postgraduate and Young Researchers conference 2007.

Publications: Mansour, N. (2007) Challenges to STS: Implications for science teacher education. Bulletin of science, technology and society. 27, (6), 482-497.Mansour, N. (in press) the experiences and Personal Religious Beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS). International Journal of Science Education.

Papers Under review:

Mansour, N. “Science-Technology- Society (STS): A new paradigm in Science Education”

Mansour, N. “Science teachers’ knowledge of, and decisions on integrating Science, Technology and Society (STS) issues in the science curriculum”

Mansour, N. “Religious beliefs: A hidden variable in the performance of science teachers in the classroom”

Mansour, N. “Science textbooks and students’ scientific literacy at preparatory schools in Egypt”

Research papers under review with Editors for publications:

Academic research includes:

Mansour, N. (1998). The effectiveness of Ausubel’s advanced organizers in developing achievement in science and creative thinking abilities of preparatory stage students. Unpublished Master. Faculty of Education Tanta University, Egypt. Mansour, N. (2003). Gender differences in science achievement and attitude toward science in 7th grade Egyptian pupils A paper presented to school of Education, Exeter University, UK, April.

Mansour, N. (2004). Does the Egyptian preparatory science curriculum provide for the development of the Scientific Literacy (SL)? A paper presented at The School’s Annual Staff Student Research Conference, at Exeter University, UK, May 14.

Mansour, N. (2004). A critical analysis of paper titled “Enhancing Lives through the development of a community-based participatory action research Programme, by: T. Koch, P. Selim, and D. Kralik”: Interpretive Research: methodologies and method perspectives, A paper presented to school of Education, Exeter University, UK, January.

Mansour, N. (2004).The nature of Educational Enquiry: research paradigms, methodology and methods perspectives: a critical analysis. A paper presented to school of Education, Exeter University, UK, January.

Mansour, N. (2006). Egyptian science teachers’ experiences as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS). A paper presented at the European Educational Research Association (EERA) annual conference at University of Geneva (Genève), Switzerland, 11th to 16th September.

Mansour, N. (2008). Science-Technology-Society Education in Egypt: The Beliefs and Practices of Egyptian Science Teachers. Unpublished Ph.D. Exeter University, UK. Conferences: Mansour, N. (2004). Does the Egyptian preparatory science curriculum provide for the development of the Scientific Literacy (SL)? A paper presented at The School’s Annual Staff Student Research Conference, at Exeter University, UK, May 14.

Mansour, N. (2005).The nature of Educational Enquiry: research ethics, social-political context, theory and practice: a critical analysis. A paper presented to school of Education, Exeter University, UK, January.

Mansour, N. (2006). The mediating factors between Egyptian science teachers’ beliefs and practices concerning teaching science through Science-Technology-Society (STS): Implications for teacher education. A paper presented at the British Educational Research Association (BERA) annual conference at Warwick University, UK, September 6 - 9.

Mansour, N. (2007). Exploring Science teachers’ orientations towards teaching and learning of science. A paper presented to the European Educational Research Association (EERA) annual conference at Faculty of Psychology and Educational Sciences, University of Ghent, Belgium (Ghent), 17th to 21st September.

Mansour, N. (2007). Grounded Theory and the existing theories: A call for a step further. A paper accepted at The School’s Annual Staff Student Research Conference, at Exeter University, UK, May 12.

Mansour, N. & Alhodithy, A (2007). Teacher motivation to implement cooperative learning (CL) and social constraints in Saudi Arabia (SA) secondary schools. A paper accepted at The Saudi Innovation Conference, University of Newcastle, Newcastle, UK, May.

Mansour, N. (2007). Investigating science teachers’ beliefs, intentions and practices about teaching/learning science-technology-society (STS) issues. A paper accepted at the British Educational Research Association (BERA) annual conference at Institute of Education, University of London, UK, 5th – 8th September.

Mansour, N. (2007). Models of the relationship between science teachers’ beliefs and practice in the classroom. A paper accepted at the British Educational Research Association (BERA) annual conference at Institute of Education, University of London, UK, 5th – 8th September.

Mansour, N. (2007). Religious beliefs: a hidden variable in the performance of teachers in the science classroom. A paper presented at the European Educational Research Association (EERA) annual conference at Faculty of Psychology and Educational Sciences, University of Ghent, Belgium (Ghent), 17th to 21st September.

Mansour, N. (2007). Socio-cultural context as a framework for understanding the relationship between science teachers’ beliefs and practices. A paper presented to the European Science Educational Research Association (ESERA) annual conference at Malmö University, Malmö Sweden, 21st to 25th August.

Mansour, N. & Alhodithy, A (2007). Cooperative Learning in Saudi Arabia schools: teachers’ understanding and intentions. A paper presented at the British Educational Research Association (BERA) annual conference at Institute of Education, University of London, UK, 5th – 8th September.

Mansour, N. (2007). Secondary school teachers’ views of the Multiple Intelligence theory as an inclusive pedagogy. A paper presented to the European Educational Research Association (EERA) annual conference at Faculty of Psychology and Educational Sciences, University of Ghent, Belgium (Ghent), 17th to 21st September.

Mansour, N. (2007). Exploring Science teachers’ orientations towards teaching and learning of science. A paper presented to the European Educational Research Association (EERA) annual conference at Faculty of Psychology and Educational Sciences, University of Ghent, Belgium (Ghent), 17th to 21st September.

Mansour, N. (2008). E-Moderation using moderator Interface (MI) to activate online discussion and networked learning. A paper presented to the European Educational Research Association (EERA) annual conference at, University of Cöteborg, Sweden, 8th to 12th September.

Mansour, N. (2008).Multi-Grounded Theory as a research methodology for theory development in education. A paper presented to the European Educational Research Association (EERA) annual conference at, University of Cöteborg, Sweden, 8th to 12th September.

Research projects in progress:


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