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Stuart Bevins

Dr Stuart Bevins PhD, MSc, BA (Hons), FHEA, LCGI

Senior Research Fellow


Main duties include designing and managing research and knowledge exchange projects inc Coordinator for a large scale EC funded research and knowledge transfer project; Supervise SIoE Doctoral and Masters students; Contribute to SIoE and Faculty development; Review submitted journal articles for IJSE, EAR, Teacher Development and Cambridge Journal of Education; Review research project ethics submissions within the SIoE.

  • About

    Stuart is currently the Coordinator for Chain Reaction which is a large scale research and knowledge Exchange project funded by the European Commission. The project has 11 partners across Europe and North Africa and promotes the use of guided inquiry through science learning and teaching. Stuart is Director of studies and supervisor for a number of doctoral students and has designed and led both small and large scale research and knowledge exchange projects. Between 2005-2009 student was the Regional Director for the Nuffield Bursaries programme and BA Crest awards. Stuart is currently Lead for research in science education and is a member of the SIoE research leadership group. He is also on the review panels of the International Journal of Science Education, Education Action Research, Teacher Development and Cambridge Journal of Education.

    Learning and teaching science through inquiry; social learning theories and science teacher development. Action Research.

  • Teaching

    Social Sciences and Humanities

    Chain Reaction (Coordinator) – Collaboration with 11 partner institutions across Europe funded by the European Commission
    White Rose Consortium – Co-supervision of PhD student with supervisor at University of Leeds
    RA3 Family Learning (Lead) – Collaborative project funded by Yorkshire Forward in partnership with five Yorkshire and Humber institutions and 16 schools
    Engineering a Better World (Project Manager) Collaborative project with 12 Yorkshire schools funded by UK Research Councils
    Science Academy Feasibility Study (Lead) collaborative study with University of Bristol funded by Wellcome Trust and the Royal Society

    Science Education

    Masters and Doctoral supervision

    Reflecting on Development

  • Research

    • Centre for Science Education

    Chain Reaction; Make the Link; Philippines Science Curriculum

    Bevins, S.C., Walton, R.J., Brodie, M., Fuller, N., and Smith, P. (2009) RA3: A Framework for Parental Engagement with Schools.
    Sykes, K., Bevins, S.C., Harrison, W. (2002) Science Academy Feasibility Study. The Royal Society.
    Bevins, S.C., Walke, P. & Carpenter, J. (2001) Web design and content: focus group interviews with sixth form students. The Royal Society. March.

    White Rose Consortium; The Royal Society; Wellcome Trust; European Commission; UK Research Councils; Yorkshire Forward; Nuffield Foundation; British Association of Science; Physical Sciences Department, Naples University Federico II; Faculty of Natural Sciences, Matej Bel University Banska Bystrica; Education Department, TED Universitesi, Ankara; Department of Physics, Plovdiv University; Centre International de Formation Pédagogique; University Ljubljana; University of Education, Heidelberg; Department of Chemistry, University of Crete; Department of Education and Professional Studies, University of Limerick; Jordan Society Of Scientific Research, Amman; Ilia State University, Tbilisi

  • Publications

    Price, G. and Bevins, S.C. (2015) Making the link between science and global poverty reduction. Education in Science. No 262.

    Bevins, S.C., and Thompson, M. (2009) Climate change reporters. In J. Fiedler, and Posch, Christian (Eds.) Yes, they can! Children researching their lives. Schneider Verlag Hohengehren. pp. 50 - 59.

    Bevins, S.C., Walton, R.J., Brodie, M., Fuller, N., and Smith, P. (2009) RA3: A Framework for Parental Engagement with Schools. Paper presented to the 14th Biennial Conference of the International Study Association on Teachers and Teaching. University of Lapland, Rovaniemi, Finland. 1st - 4th July.

    Bevins, S.C. and Thompson, M (2008) School students as researchers: collaboration or tokenism? Paper presented to the European Conference of Education Research, Goteborg 10 - 12 September.

    PERRY, Emily and BEVINS, Stuart (2018). Building capacity for professional development: the development of teachers as facilitators in Ghana. Professional development in education, 1-15.

    BYRNE, Eleanor, BOOTH, Josephine, BEVINS, Stuart and BULLOUGH, Andy (2017). Chain reaction final report. Project Report. SCIENTEX.

    BEVINS, Stuart, DANIELS, Tony, FORSTER, George, PERRY, Emily, PRICE, Gareth and WINDALE, Mark (2016). Design of an engineering curriculum and 12 STEM modules for the Thai Basic Education Ministry (OBEC). Project Report. Sheffield Hallam University.

    BEVINS, Stuart, DANIELS, Tony, FORSTER, George, PERRY, Emily, PRICE, Gareth and WINDALE, Mark (2016). Engineering Thailand : design of an engineering curriculum and 12 STEM modules for the Thai Basic Education (OBEC). Project Report. British Council. (Unpublished)

    BEVINS, Stuart and PRICE, Gareth (2016). Reconceptualising inquiry in science education. International Journal of Science Education, 38 (1), 17-29.

    BEVINS, Stuart and PRICE, Gareth (2015). The Introduction of the New Curriculum and Senior High School System in the Philippines : report of the consultation exercise undertaken in November 2015. Project Report. Sheffield Hallam University for the British Council. (Unpublished)

    BEVINS, Stuart and PRICE, Gareth (2014). Collaboration between academics and teachers : a complex relationship. Educational Action Research, 22 (2), 270-284.

    BEVINS, Stuart, BYRNE, Eleanor, BRODIE, Marilyn and PRICE, Gareth (2011). English Secondary school students' perceptions of school science and science and engineering. Science Education International, 22 (4), 255-265.

    BEVINS, Stewart, JORDAN, Julie and PERRY, Emily (2011). Reflecting on professional development. Educational Action Research, 19 (3), 399-411.

    BEVINS, S., BRODIE, M. and BRODIE, E. (2010). The views of five participating undergraduate students of the Student Associates Scheme in England. Teacher development, 14 (1), 29-44.

    BEVINS, S.C, BRODIE, E. and THOMPSON, M. (2008). Current perceptions of the impact of SES on science participation and attainment: a focus group investigation of pupils, teachers and parents. In: Exploring the relationship between socioeconomic status and participation and attainment in science education. SES and Science Education report. London, The Royal Society, 30-41.

    BEVINS, S., THOMPSON, M. and WILLIAMS, C. (2007). A climate for change. In: Researching Children conference, Hermann Gmeiner Academy, Innsbruck, December 10-12, 2007.

    BEVINS, S., BRODIE, M. and BRODIE, E. (2005). A study of UK secondary school students' perceptions of science and engineering. In: European Educational Research Association Annual Conference, Dublin, 7-10 September 2005.

    Baird, K.A., Bevins, S.C., Brodie, M. & Christol, P.G. (2001) Secondary science student teaching assessment model. In S.K. Abell (Ed.) Science Teacher Education: An International Perspective. Kluwer. pp. 121-141.

    Bevins, S.C., Windale, M., Tek, O.E. & Harrison, B. (2001) Active Teaching and Learning Approaches in Science: towards a model for Malaysian science education. Journal of Science and Mathematics Education in SouthEast Asia. 24, 1, pp. 11 – 28.

    Bevins, S.C. & Brodie, M. 1998 Expertise in the science classroom: a collaborative model. Paper presented at the National Association of Research in Science Teaching (NARST). April.

    Bevins, S.C. (1998) Teacher education: collaboration or opposition. Science Teacher Education. 23.

    Jones, L., Reid, D. & Bevins, S.C. (1997) Teachers’ perceptions of mentoring in a collaborative model of initial teacher training. Journal of Education for Teaching. 23, 3, pp 253-261.

  • Other activities

    Independent Chair for Viva Voce; Collaborative Action Research Network member; SIoE Research Leadership Group member.

  • Post graduate supervision



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