academic collaborator: oxford brookes university

collaborating with oxford brookes university

The free 'Creativity in Primary Science' Oxford Brookes booklet provides some insights into the PSTT funded work at Oxford Brookes University, with illustrative examples that we hope teachers will find useful in their practice. There are two key themes of activity and enquiry that contribute to the unique identity of Oxford Brookes University and which are the focus of their work in this booklet:

a. Defining it and promoting it.
b. Exploring how it appears in learning.
c. Developing, defining and sharing practice that supports it.

High quality thinking
a. Exploring how and when it supports learning.
b. Developing and relating practice that supports it through creativity.


Creativity in Primary Science [4.30MB]



Oxford Brookes has worked on a range of projects supported by the PSTT. The earliest of these was Conceptual Challenge. More recently the focus has been the nature of creativity in the primary science classroom with projects including: Dramatic science, Scaffolding Storytelling, and Utilising digital technology for inquiries and Developing Dioramas. Oxford Brookes is also the creator of the Thinking Talking Doing Science (TTDS) project, initially funded by the PSTT. Following the success of this pilot, the project is now being funded on a much larger scale by the EEF.


  • Development of a nationwide CPD project emerging from creation of TTDS
  • Creation of an annual primary science conference for over 100 teachers which is oversubscribed and fully attended
  • Growing interest and recognition of the ways that drama can support exciting and effective learning in science
  • Theorising about, and illustrating, the forms that creativity can take in classrooms
  • Contributing to and influencing the national discourse around transition issues and about the importance of considering the nature of talk in primary science
  • Collating and editing a (bumper) special edition of the Journal of Emergent Science following the inaugural PSTT International Primary Science Conference


Key areas:

  • Creative perspectives in science education, in particular drama and story telling
  • Higher order thinking skills in the primary science classroom
  • The nature of effective CPD
  • Transition and the nature of inquiry and the ways it is enacted by teachers
  • Transition and the ways that nature of matter is understood by teachers and children


Davies, D. and McGregor, D. (2017) Creative Teaching in Primary Science. Second edition. London : Routledge

Hanley, P., Slavin, R., and Elliot, L. (2015) Thinking, Doing, Talking Science Evaluation report and Executive summary

McGregor, D. and Day, J. (2017) Constructing and reviewing dioramas to help beginning teachers and children understand the work of natural history scientists. In A. Scheersoi & S. D. Tunniclffe : Natural history dioramas. Dordrecht : Springer (forthcoming)

McGregor, D. and Precious, W. (2015) Dramatic Science. Inspiring ideas for using drama to teach science. 238 pp London : Routledge

McGregor, D. and Wilson, H. (2017) Creativity in Primary Science : Illustrations from the classroom. Bristol : PSTT

McGregor, D. and Woodhouse, F. (2015) Action Research in the classroom 1 : Introducing Action Research for Science teachers. Education in Science. 260 p. 30 – 31

Wise, N. Bird, J. & McGregor, D. (2015) Reflections on the use of tablet technology. Primary Science 140 p. 5 - 8

Woodhouse, F. and McGregor, D. (2015) Action Research in the classroom 2 : Preparing to collect data. Education in Science. 261 p, 30 – 31


Contact details:

Deb McGregor:

Helen Wilson: