Professor Christine Harrison

Prof Chris Harrison taught science in secondary schools for 13 years before joining King's to run the Biology PGCE ITE course in 1993. She moved on to coordinate the 3 PGCE ITE science courses for Biology, Physics and Chemistry and built in integration and research-informed practice as well as continuing to champion the importance of disciplinary knowledge and strengthen practical work skills and competencies.

She is known for her talent at bridging the divide between science education research and practice and is a popular speaker at both research and professional education conferences. She was promoted to Professor of Science Education in 2019.

Research

Prof Harrison's research is classroom-based and is focused on how teachers conceptualise and enact assessment and pedagogy. She led on the work with science and maths teachers on Assessment for Learning using the ideas of the 1998 seminal review of Formative Assessment by Paul Black & Dylan Wiliam, using ideas from her PhD study on science assessment practices in lower secondary schools to shape the collaborative action research project KMOFAP (1999-2021).

More recent work has focused on assessment at times of change such as when STEM teachers adopt an inquiry approach to teaching (SAILS & ASSISTME EU FP7 projects) and the effects of moving GCSE science practical work assessment to paper-based formats.

For further information please see her Research Staff Profile.

Christine a member of the Centre for Research in Education in Science, Technology, Engineering & Mathematics with a specialism in science education.

Teaching

Chris teaches on the Biology and Science ITE course (PGCE), supporting new teachers in their first steps into the classroom.

She also provides lectures and workshops on the STEM Education Master's course and provides dissertation support across a broad range of topic areas. 

PhD supervision

Chris is an experienced PhD supervisor and is happy to consider studies in:

• classroom assessment.
• teacher instruction practices.
• practical work and inquiry science teaching.
• pre-service teacher education.
• professional learning in STEM.

Chris's own research tends to evolve from empirical studies where she often works closely with teachers in the classroom. She has expertise in qualitative research, particularly focused on interviews, focus groups interviews and classroom practice and quasi-experimental analysis of classroom change and attainment.