| Overview
The CILS PhD program at King’s focuses on science education
and science learning and extends knowledge about the nature
of learning, teaching, and discourse to examine informal science
learning contexts.
The doctoral programs in the UK are different in structure
to those in the US. Most enrolling students will have already
achieved a Masters Degree in a natural sciences or other relevant
discipline. During the application process, students indicate
their research area of interest, and during the first year
of study at King’s, they refine and focus their question
and research plan. Each student then works with his or her
research supervisors to tailor a particular program of study
according to specific and evolving research interests. All
CILS students participate in CILS Seminars, Reading Groups,
CILS Research Group, and other activities, as well as taking
courses from the Departmental Research Training Board. If
students feel they need additional training in a given topic
they may elect to take supplementary courses from the modular
Masters in Education course. Additional cross-center CILS
activities such as the CILS Video-seminars, Reading Groups,
and the Bay Area Institute are also essential components of
the CILS at KCL graduate program.
The CILS program at King’s currently has eight enrolled
students. Many come from positions of leadership in US informal
science institutions. Most are, or plan, to conduct research
at local informal science institutions, including the London
Science Museum and the London Natural History Museum. Some
are also collecting data at US informal science institutions,
and some are focusing their research on out-of-school programs
in the UK, but will also make comparisons with US-based programs.
Supervision/Advising of Graduate
Students
Key faculty engaged in the King’s CILS Education program
include: Jonathan Osborne, Justin Dillon, Christian Heath,
Dirk vom Lehn, Sharon Gewirtz, and Alan Cribb.
The focus of CILS faculty in the Department of Education
includes the role of narrative in supporting science learning
and the nature of scientific discourse in both formal and
informal settings (Osborne); school management, teacher professional
development, and the implementation of environmental education
programs (Dillon); and education policy, cultures and value
of schooling and research ethics (Gewirtz and Cribb). In the
Management Center, CILS faculty research interests focus on
social interaction in complex organizational environments,
such as museums, and the role that artifacts, tools and technologies
play in engendering collaboration (Heath, vom Lehn).
Required Courses
In their first year of study CILS students complete seminar
courses led by CILS faculty. Many of the readings are from
the CILS Reading Lists, and where possible, the topics for
discussion are set within contexts of CILS research interests.
The aim of the seminar courses is to ground students in key
issues relevant to the wider fields of informal and formal
learning, but also provide an insight into particular issues
pertinent to CILS. The course topics change based on the evolving
needs of the student cohort, and the CILS project. Past CILS
Seminar courses have included:
- "Video Analysis: Exploring the Social Organisation
of Action and Activity in Informal Learning Environments”
Professor Christian Heath, Dirk vom Lehn download
PDF file>>
- "Learning in Formal and Informal Contexts”
Professor Jonathan Osborne download
PDF file>>
CILS students also attend a weekly research meeting with
CILS faculty and postdoctoral researchers. The meeting provides
an opportunity for members of CILS to present their research
ideas and findings and gain feedback and advice from colleagues.
In addition to serving as a practice venue for presenting
work, the research meeting helps CILS students develop the
skills of critical analysis and extends their knowledge of
research practice.
Furthermore, CILS students attend the regular CILS video-seminars
and the CILS/NHM/SM reading group, which involves members
of staff from the London Natural History and Science museums
in discussions around research in informal learning and the
application of findings to practical problems.
Standard Foundational Workshops
In addition, to the CILS-specific program, CILS students enroll
in a foundational program of workshops (known as the Research
Training Board) in their first two years of study. The workshops
ground the student in research methodologies, and also serve
as an introduction to a faculty member’s area of expertise
and interest. Students may then choose to develop their skills
in a particular area, or work more closely with a member of
staff as per their developing research interests and on the
advice of their supervisor. Each workshop consists of one
or more three-hour sessions.
- Research Process & Design (5 sessions)
- Computer Applications (3)
- Intro to Qualitative Data Analysis (3)
- Analysing Discourse Data (3)
- Action Research (1)
- Intro to Quantitative Data Analysis (7)
- Ethnography (3)
- Cause and Effect in Education (2)
- Theory & Practice in Social Science Research (8)
- Interview Training (2)
- Questionnaire Design (3)
- Writing for Research Students (2)
Additional Advanced Workshops
The advanced workshops are not compulsory but may be of interest
to students who have already completed the relevant foundational
workshops and who are using these methods in their research.
- Data Analysis Forum (biweekly)
- Working with Video (1)
- Life Histories (1)
- Focus Groups in Research (1)
- ADV Qualitative Data Coding (2)
- ADV Interview Training (1)
- ADV Presentation Skills (2)
- ADV Questionnaire Design (by appt)
Supplementary Courses in the Modular Masters in Education
Program
CILS students may also elect to enroll in Masters courses
as needed. A partial listing below indicates the modular masters
courses that CILS students would be likely to take.
- Recent Developments in Science Education
- Conceptual Development and Science Learning
- Teacher Development
- Social Justice in the City
- Foundations of Science Education
Research Apprenticeship
The program at King’s has developed in such a way that
incoming students support 2nd/3rd year students, post docs
and faculty in collecting and analyzing data. In return, post
docs act as mentors to new students offering a further source
of advice and guidance in addition to the students’
supervisors. King’s also welcomes opportunities for
students to work with and learn from researchers at partner
CILS institutions with the hope of building research groups
both within and across partners.
Samples of Course Syllabi
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