The University of Sheffield
The School of Education

Jon Scaife, B.Sc., Ph.D., FHEA

Lecturer

Photograph of Jon Scaife



Room: 4.10
Tel: (+44) (0)114 222 8135
Fax: (+44) (0)114 279 6236
Email: j.a.scaife@sheffield.ac.uk

Research interests

Jon has particular interests in constructivism, learning and the nature of knowledge. This work underpins his research activities in the relationship between learning and teaching, in Interpersonal Process Recall, and in the construction of rich learning environments. He studied and taught Physics and Mathematics and now teaches mainly about learning. In the field of Science Education he has written on learning, on the use of ICT and on equity and equality.

Teaching

I teach and supervise on Masters and doctoral programmes in Sheffield and in Singapore and on initial teacher education courses for secondary school and university teachers in Sheffield.

Most of my teaching is about the main topic that I research, namely constructivist implications for teaching and assessment. I try to teach ‘reflexively’. By that I mean that I aim to apply the ideas that I teach about to my own teaching. This means that sometimes I stop in the middle of teaching about something to discuss why I’m doing what I’m doing or why I’ve included the activity we’re doing.

I introduced problem-based learning into my department. This has now developed to become a course-wide inquiry-based approach within the PGCE course for intending secondary school teachers. It is continuing to develop through the energies and experiences of the teaching team.

In initial teacher education courses for intending university and school teachers I introduced a formal two stage assessment process in which a formative stage is explicitly included.

I introduced a process of diagnostic assessment in PGCE physics. This is now embedded across the PGCE science course.

Each of the above initiatives is compatible with and derives from my research and thinking about implications of constructivist ideas in assessment and teaching. In terms of the processes themselves I don’t distinguish between research and teaching. I’m involved in each as a learner.

Awards: Teaching innovation

Jon has led the introduction of the following teaching innovations, all of which have received external commendations or awards:

Activities

Review editor: Journal for Science and Mathematics Education in Southeast Asia; from 2006

Recent publications

Abd Rahman F and Scaife J A (2012) Pre service teachers' development of pedagogic content knowledge: A multifaceted case study. Pertanika Journal of Social Science and Humanities 20(3):615-634 Sep 2012. Available online from: http://www.pertanika.upm.edu.my/view_archives.php?journal=JSSH-20-3-9

Scaife, J A (2012) Energy systems and connectors: or why electrons don’t carry energy from batteries to bulbs. Physics Education 47 (2012) 760-763.

Scaife J (2012) A. Becoming a teacher in higher education. In Eley A, Wellington J, Biggs C and Pitts S (eds.) Becoming an early career researcher. London: Routledge

Fadzilah Abd Rahman and Scaife, J A (2012) Sustaining Constructive Learning Environment: The Role of Multi-sources Regulation. Procedia - Social and Behavioral Sciences. Volume 35, 2012, Pages 180–186

Kemp S and Scaife J A. (2012) Misunderstood and neglected? Diagnostic and formative assessment practices of lecturers. Journal of Education for Teaching 38, 2, 181-192

Scaife, J A (2012) Focus on learning in Science. In Wellington, J J and Ireson, G (2012) Science learning, Science teaching. London: Routledge (pp. 61-118)

Fadzilah Abd. Rahman, Scaife J A and Nurul Aini Yahya (2010) Pre-service Teachers’ Voices While Learning to Teach: What Can be Learned from England? Pertanika Journal of Social Sciences & Humanities Vol. 18 (1) 187 – 198.

Fadzilah Abd Rahman, Scaife J A, Nurul Aini Yahya & Habibah Ab Jalil (2010) Knowledge of diverse learners: implications for the practice of teaching. International Journal of Instruction 3 (2) 87-96

Harland, T and Scaife, J.A. (2010) Twelve years of the academic apprentice. In Kerry, T. (ed.) (2010) Meeting the Challenges of Change in Postgraduate Education. London: Continuum. (pp.179-180) ISBN: 978-1-4411-8469-6

Scaife, J.A. and Wellington, J.J. (2010) Varying perspectives and practices in formative and diagnostic assessment: a case study. Journal of Education for Teaching. 36 (2) 137-151. ISSN: 0260-7476 (print) ISSN: 1360-0540 (online)

Bonello, C. and Scaife, J.A. (2009) PEOR – engaging students in demonstrations. Journal of Science and Mathematics Education in Southeast Asia 32 (1) 62-84. ISSN 0126-7663

Scaife, J.M. and Scaife, J.A. (2009). Supervision and learning. In J.M. Scaife. Supervision in clinical practice: A practitioner´s guide. (2nd edition). London: Brunner-Routledge. (pp 20-40) ISBN: 978-0-415-44999-1

Scaife, J.A. and Wellington, J.J. (2008) A case-study investigating university teachers´ and students´ ideas about assessment of student learning. In Frontiers in Higher Education: Proceedings of the 5th International Conference on Teaching and Learning in Higher Education, 3-5 December 2008. Singapore: Centre for Development of Teaching and Learning, National University of Singapore.

Abd Rahman, F and Scaife, J A. (2008) Pedagogical content knowledge: How do pre-service teachers adapt and employ it in their teaching? International Journal of Learning, Volume 15, Issue 11, pp.221-8. ISSN: 1447-9494 (print), 1447-9540 (online)

Scaife, J A (2007) Lessons from a decade of constructivist initial teacher education in Science. Proceedings of The Second International Conference on Science and Mathematics Education, November 2007, Penang, Malaysia. Penang, Malaysia: SEAMEO RECSAM (pp 95-104)

Scaife, J A (2007) Applications of constructivist initial teacher education in Science: Addressing entrenched misconceptions in current electricity and light and colour. Proceedings of The Second International Conference on Science and Mathematics Education, November 2007, Penang, Malaysia. Penang, Malaysia: SEAMEO RECSAM (pp 105-113)

Abd Rahman, F and Scaife, J A. (2005) Assessing Pre Service Teachers' Pedagogical Content Knowledge Using A 'Bricolage' Approach. International Journal of Learning, Volume 12, Issue 10, pp.81-92. ISSN: 1447-9494 (print), 1447-9540 (online)

Scaife J A (2004) Reliability, validity and credibility. In Opie, C. Doing educational research. London: Sage.

View a full list of Jon Scaife’s publications

Funded project

Centre of excellence in teaching and learning (CETL); Centre for Inquiry based learning in the Social Sciences (CILASS) award for the development of problem-based learning in initial teacher education. (2006)