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Amos, Ruth and Roberston, Helen (2012) The sustainable development of the London 2012 Olympic Park: a real controversy? 11-15 year old students' perspectives right from the scene. School Science Review, 93 (345). pp. 33-42. ISSN 0036-6811
Amos, Ruth and Reiss, Michael (2012) The benefits of residential fieldwork for school science : insights from a five-year initiative for inner-city students in the UK. International Journal of Science Education, 34 (4). pp. 485-511. ISSN 0950-0693
Davies, Paul and Amos, Ruth (2012) Do teacher designed fieldwork enhances students’ conceptual understanding of biology? International Journal of Science Education. ISSN 0950-0693 (Submitted)
Davies, Paul and Amos, Ruth and Campbell, Sandra (2012) Using multiple choice questions to understand pre-service science teachers beliefs. International Journal of Science Education. ISSN 0950-0693 (Submitted)
Amos, Ruth and Reiss, Michael (2006) What contribution can residential field courses make to the education of 11-14 year-olds? School Science Review, 88 (322). pp. 37-44. ISSN 0036-6811
Amos, Ruth and Reiss, Michael (2011) Residential fieldwork: contributions to school science from a five-year initiative for inner-city students in the UK. In: Authenticity in biology education: benefits and challenges. a selection of papers presented at the 8th Conference of European Researchers in Didactics of Biology (ERIDOB), 13-17 July 2010, University of Minho, Braga, Portugal. Centro de Investigação em Estudos da Criança, Institute of Education, Minho University, Braga, Portugal, pp. 379-390. ISBN 978-972-8952-19-8
Simon, Shirley and Amos, Ruth (2011) Decision making and use of evidence in a socio-scientific problem on air quality. In: Socio-scientific issues in the classroom. Contemporary trends and issues in science education . Springer, Dordrecht, pp. 167-192. ISBN 9789400711587
Amos, Ruth and Campbell, Sandra and Davies, Paul (2012) Adopting assessment for learning strategies : continuing challenges for pre-service science teachers.
Levinson, Ralph and Frost, Jennifer and Amos, Ruth (2006) How do weekly mentor sessions and written lesson feedback support science beginning teachers in explaining complex science concepts?