For a copy of my MSc dissertation please scroll down the page...
For the data on Visual Science please see the section in visual science page - accessed using navigation menu

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David is a practicing teacher-researcher at St Mary's Ascot. He holds the position of Head of Lower School Science and taught previously as Head of KS3 science at Charters School, Sunningdale.

Recently he has been awarded the Oxford Education Society's Annual MLT Award for the highest grade in his MSc in Learning and Teaching.

David's interest is in action research in visual science and philosophy in science. He has completed his MSc in Learning and Teaching and received a Distinction grade (upper levels) for which he received the Oxford Education Socieity's MLT award for the highest grade. Much of the work was collaborative within the school and conjoined with the PALAVA research group's activities.

David has presented his papers and research findings at the ASE 2013 and ASE 2015 conferences and the annual PALAVA conference 2013 and 2014.

From David

I find participating in PALAVA a rewarding experience, both personally and professionally. The intellectual and professional rewards of participation encourage me to be an active member of the group. I consider participation on both PALAVA and the master's course part of my ongoing professional development. The accolades received from the University of Oxford are in no small part as a result of their support throughout.

I teach in an all-girls independent boarding school of 400 pupils as a 'teacher of chemistry' as well as Head of Lower School Science. I have additional responsibilities as a tutor to Year 10 and school coordinator for the Eton scientific society. Prior to that, had enjoyed six years working in a state-owned mixed comprehensive school of 1,650 pupils as head of Key Stage 3 science, BTEC vocational studies course leader, tutor to a year group, and coordinator for outdoor education.

PALAVA research

So far I have worked to develop a methodology using commonly available IT to track eye movement and gaze duration on subjects when presented with a diagram on screen using a laptop microphone and webcam. The ongoing results and analysis of which are published in the 'data' section on the VISUAL wiki. (Link to Data page) Contributions by members are highly valued as this is an ongoing project.

The methodology was presented as a paper at this year's ASE 2015 conference.

MSc Learning and Teaching paper

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The winner of the Oxford Education Society’s MLT prize is David Oliver Marsh, graduate of the MSc Learning and Teaching course in 2014.

David’s dissertation entitled Supporting year 8 with scientific diagram construction and use (subtitled Visual science: research into diagram use in science) achieved the highest mark in his cohort.

In explaining his dissertation, David said “Experience and literature concurs that the foundations for misconceptions pupils have when learning science begins early in a school career. My project put in place a way of using diagrams to reduce discontinuities in explanations of the phenomena pupils are likely to encounter when studying science. This improved enjoyment and greater sense of agency for the pupils (therefore attitude towards science) and accessibility of the science curriculum higher up the school and beyond.”

David receives a certificate and a monetary prize of £100 in recognition of his achievement.

Master's course tasks

Often the tasks are ‘non-assessed’. We must share the outcomes of these tasks throughout the year with each other. There are 10 of these tasks to conduct this year, and some are to be written and posted online, others, are conducted and our findings are presented in seminar discussions on some Saturdays throughout the year.

The work produced by my peers is varied in subject matter and also had a wide range of standard. Some of which I found surprising and challenging. The impact of having experience in working with a PALAVA research group is evident in my reflections when reading the work of my peers.

I consider the contribution of PALAVA members to my academic development with high regard. I have a more well-developed rapport with many members and have already presented and discussed work with them before I started my master's course. Therefore, I thought you may find the task I have had to complete interesting to read, and, in the same way I am anticipating receiving feedback from my course peers, I would value the feedback from PALAVA members to use for my own additional reflection.

The most recent task is one where I took the task as an opportunity to add to my own research to do with diagrams – since they asked for a ‘think aloud’ task about diagrams independently of the PALAVA work I have already conducted.

3,500 words – would appreciate constructive feedback if you have time.
<see below>

Task brief from Oxford

Task 2 - my report

Biology Comprehension Question Autumn 2014

Q. 1 Read the following passage and then answer the questions below.

Giky Martables
The protuberances of the giky martables are perfunctory and enable them to search and easily locate their talibands. When the talibands are disard, they perform this ritual more often, sometimes in groups but more often in pairs or singly. They have even been known to excalibate the twigs and plants in their path, leaving chaos in their wake. In the early spring, if the temperature rises, they bimimer their dresarwars, sometimes travelling large distances before they macoca and cafuffle in woods or hedges.

What do you think is meant by the term “protuberances”?
What allows the Giky Martables to locate their talibands?
What happens when the temperature rises in spring?
When do the Giky Martables perform the ritual most?
Suggest a reason why they might perform the ritual singly or in pairs rather than in groups?
How do the Giky Martables sometimes destroy an ecosystem?
To what Classification Kingdom do you think Giky Martables belong? Give a reason for your choice.​​​​​​