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Lucy’s career included eight years in banking and finance before she moved into the field of science education. She has had project management and departmental leadership experience in a range of settings. Alongside teaching at both primary and secondary level, she has been closely involved in developing and delivering professional development for primary science teachers with a focus on enquiry-based pedagogy.

Lucy joined King’s in 2016, initially completing a Masters in Science Education before being awarded a Rosalind Driver studentship to study for a PhD. Alongside her studies, she has taught on the PGCE programme, worked as a research assistant for projects relating to school transition and science practical work, co-founded a new doctoral forum, organised the ECS school’s annual doctoral conference and coordinated the launch event for the MA in STEM Education.

She is an active member of the Association for Science Education’s national primary committee and recently managed a project to rapidly develop primary science remote learning resources in response to the 2020 school closures during the coronavirus pandemic.

Research interests

Lucy is interested the pedagogical choices teachers make when teaching and assessing science, particularly to students aged 8 to 14 which spans the transition from primary to secondary education.

Her research draws on the psychological concepts of teachers’ self-efficacy and teachers’ beliefs to explore the relationship between a teacher’s judgement of their capabilities in the domain of science, their beliefs about science teaching and learning and the environmental context in which they teach, including curriculum, assessment and school factors.

Lucy’s master's dissertation focused on primary teachers and how they judged their capabilities in teaching and assessment within the mandated science curriculum in England. The study illustrated how a teacher’s self-efficacy may be influenced by a range of interacting sources and recommended enhanced opportunities for peer-moderation of teacher assessment of primary science.

In her doctoral research, Lucy is working with science teachers of early secondary students (11-14 year olds). The study is examining the interplay between teachers’ self-efficacy judgements, their pedagogical beliefs and their classroom practice. Specifically, it is exploring how teachers are selecting and using practical work to support student learning at a time where there is a renewed debate about value of enquiry-based learning in science education.

Her thesis title is: Science practical work: exploring the interplay between teachers’ beliefs and practice.

You can view Lucy's research profile here.

Principal supervisor: Professor Christine Harrison

View Christine's research profile

Secondary supervisor: Dr Melissa Glackin

View Melissa's research profile