Jonathan Halls

Contact

• workRoom C85 Dearing building
  Jubilee Campus
  Wollaton Road
  Nottingham
  NG8 1BB
  UK
• work0115 951 4448
• Jonathan.Halls2@nottingham.ac.uk

Biography

Dr Halls is an Assistant Professor in Learning Sciences, at the Learning Sciences Research Institute, School of Education, University of Nottingham.

Teaching Summary

• MA Digital Teaching and Learning
• BA Education - Learning & Development

Research Summary

Johnny is currently working on a project titled 'Promoting children's positive attitudes towards pro-environmental behaviours: encouraging understanding, agency and motivation through gamebooks'.… read more

Recent Publications

• HALLS, J. G., AINSWORTH, S. A. and OLIVER, M. C., 2021. Using dialogic interventions to decrease children’s use of inappropriate teleological explanations International Journal of Science Education.
• CHRIS BRIGNELL, TOM WICKS, CARMEN TOMAS and JONATHAN HALLS, 2019. The impact of peer assessment on mathematics students’ understanding of marking criteria and their ability to self-regulate learning MSOR Connections. 18(1), 46-55
• HALLS, J. G., AINSWORTH, S. E. and OLIVER, M. C., 2018. Young children’s impressionable use of teleology: the influence of question working and questioned topic on teleological explanations for natural phenomena The International Journal of Science Education. 40(7), 808-826
• HALLS, J. G., AINSWORTH, S. E. and OLIVER, M. C., 2016. The influence of question wording on children’s tendencies to provide teleological explanations for natural phenomena In: . Proceedings of the International Conference of the Learning Sciences 2016. 2. 775-779

• View all publications

Current Research

Johnny is currently working on a project titled 'Promoting children's positive attitudes towards pro-environmental behaviours: encouraging understanding, agency and motivation through gamebooks'. This work explores climate change education for primary-level children. Specifically, it investigates how gamebooks and dialogic lessons can be designed to develop children's understanding that their actions can have a positive impact in the fight against climate change.

His previous work focused on young children's preconceptions in science education (specifically teleology) and how group discussion about the nature of scientific explanations can challenge such preconceptions.

Johnny has also worked on a number of projects related to assessment in higher education, including programme-level assessment design in engineering and evaluating the impact of peer assessment on students' self-efficacy.

• HALLS, J. G., AINSWORTH, S. A. and OLIVER, M. C., 2021. Using dialogic interventions to decrease children’s use of inappropriate teleological explanations International Journal of Science Education.
• CHRIS BRIGNELL, TOM WICKS, CARMEN TOMAS and JONATHAN HALLS, 2019. The impact of peer assessment on mathematics students’ understanding of marking criteria and their ability to self-regulate learning MSOR Connections. 18(1), 46-55
• HALLS, J. G., AINSWORTH, S. E. and OLIVER, M. C., 2018. Young children’s impressionable use of teleology: the influence of question working and questioned topic on teleological explanations for natural phenomena The International Journal of Science Education. 40(7), 808-826
• HALLS, J. G., AINSWORTH, S. E. and OLIVER, M. C., 2016. The influence of question wording on children’s tendencies to provide teleological explanations for natural phenomena In: . Proceedings of the International Conference of the Learning Sciences 2016. 2. 775-779