As a member of the Bioscience Education Group within the
Department of Biological Sciences my current research interests are
concerned with the ways in which students learn about biology.
Specifically I am interested in the value of student autonomy in
learning and the ways in which learner autonomy can be better
developed. I am interested in experiential learning, student
managed learning and the value of fieldwork.
Scott, G.W. Essential
Ornithology (2010) Oxford University Press
Scott, G.W., and Goulder, R. (2008) Community
Resources in and around Hull and East Yorkshire.
A source booklet for Student Managed Learning in Module 58006,
People Biology and Environment.
Essential Animal Behaviour (2005) Blackwell Scientific
Scott, G.W., and Boyd, M (2014) Getting more
from getting out: increasing achievement in literacy and science
through ecological field work. Education 3-13.
Scott, G.W., Boyd, M., Scott, L and Colquhoun,
D. (2014) Barriers to Biological fieldwork: What really prevents
teaching out of doors? Journal of Biological Education
Scott G.W., Furnell, J, Murphy C M and Goulder
R (2014) Teacher and student perceptions of the development of
learner autonomy; a case study in the biological sciences. Studies
in Higher Education DOI: http://dx.doi.org/10.1080/03075079.2013.842216
Scott, (2013) Coming of Age. Bioscience
Education. DOI: 10.11120/beej.2013.00019
Scott, G., Boyd, M. and Colquhoun, D. (2013)
Changing spaces, changing relationships: the positive impact of
learning out of doors. Australian Journal of Outdoor Education
Scott, G.W. and Boyd, M. (2012) A potential
values of familiarity and experience: Can informal fieldwork have a
lasting impact upon literacy? Education 3-13.
Goulder R, Scott G.W,, and Scott LJ (2012)
Students' Perception of Biology Fieldwork: The example of students
undertaking a preliminary year at a UK university. International
Journal of Science Education DOI:
Scott G W, Goulder R, Wheeler P, Scott L J,
Tobin M L, Marsham S (2012) The value of fieldwork in life and
environmental sciences in the context of Higher Education: A Case
Study in Learning About Biodiversity. Journal of Science Education
and Technology 21, 11-. DOI:
Scott G W, Churchill H, Grassam M and Scott L J
(2011b) Can the integration of field and classroom based learning
enhance writing? The Life on Our Shore Case study. Education
Goulder R & Scott GW (2010) Encouraging use
of community-based resources by bioscience students. Bioscience
Goulder R. & Scott GW (2009) Field Study of
Plant Diversity: Extending the Whole-Class Knowledge Base through
Open-Ended Learning. Bioscience Education
Scott, G.W., Turnbull, S. and Spencer, J.
(2008) Promoting engagement: using species action plans to bring
together students and conservation professionals.
Goulder R. & Scott G. (2006) Phytosociology
for undergraduates with minimal botanical background.
Journal of Biological Education, 41(1), 26-29.
Professor Graham Scott is the Associate Dean for Learning and
Teaching in the Faculty of Science and Engineering at the
University of Hull. Prior to this he was the Head of the Department
of Biological Sciences. He was made a National Teaching Fellowship
in 2009 and received HEA Ed Wood Teaching Award (Bioscience
lecturer of the year) in 2010. In 2013 he was made a Principle
Fellow of the Higher Education Academy. Graham is the Editor in
Chief of the journal Bioscience Education and is a member
of the editorial board of The Journal of Biological
Education. He sits on the Education and Public Affairs
Committee of the Society of Experimental Biology and he is a Fellow
of the Society of Biologists.
Graham has written two successful
textbooks, has a wealth of experience in the design and evaluation
of biosciences degree programmes and as an external examiner (UG
and PGR). He is a regular provider of national workshops and
residential events to support colleagues new to teaching. His
research is practice based and focuses upon student autonomy,
employability and the value of learning outside of the