Skip to main content
KBS_Icon_questionmark link-ico


Before joining King’s, Dr Brock worked as a secondary physics teacher. He is interested in learning in science education, particularly in critiquing the concepts of knowledge and understanding.

Dr Brock has used the microgenetic method, which uses relatively high frequency sampling to develop fine-grained representations of change, to study students' learning. He is interested in how short-term and long-term changes to students' learning can be represented.

Through his work on the PGCE, and with colleagues Alex Manning, Emma Towers and Helen Damon, Dr Brock has developed an interest in researching teacher wellbeing. They are interested in critiquing the wellbeing support available to teachers and developing new approaches to supporting teachers' and trainee teachers' wellbeing.

Dr Brock's research has also examined the nature of tacit knowledge and its role in science education and he has developed a series of booklets with the Institute of Physics that list stories for use in teaching physics.


Dr Brock's current research focuses on a number of areas:

  • The nature of knowledge and understanding in science education
  • Teacher wellbeing
  • Timescales of learning
  • Tacit knowledge in science education
  • The use of narratives in physics education

To see more about Dr Brock's research and a list of publications, please visit his PURE research profile


Dr Brock teaches on the following programmes:

  • PGCE Science Education (Physics)
  • MA Education

PhD supervision

Dr Brock's current doctoral students are Will Haywood (2020-present), Dave Dennis (2020-present), Liam Cini O'Dwyer (2021-present), and Dan James (2021-present).

He is happy to supervise students interested in researching:

  • The nature of learning in science education
  • Conceptual change in science education
  • Teacher wellbeing
  • The use of narratives in physics education.