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Dr Bethan Stagg

Dr Bethan Stagg

ESRC Postdoctoral Fellowship

 Baring Court BC01

 

Baring Court, University of Exeter St Luke's Campus, Heavitree Road, Exeter, EX1 2LU, UK

Overview

I’m an ESRC Postdoctoral Fellow in the School of Education, one of seven Fellows hosted by the South West Doctoral Training Partnership. I am interested in how people’s attitudes and knowledge about biodiversity are influenced by their experiences in the local environment.

My PhD focused on plant blindness, the well-documented deficit in interest and awareness for plants, as compared to animals, and novel pedagogic approaches in school and adult learning contexts. This research highlighted the need for biodiversity education to foster a sense of wonder about the natural world, to promote immersive and sensorial experience with species and ecosystems, and to have direct relevance to people’s lives.

My postdoc broadens this work to encompass attitudes and pedagogies for other categories of biodiversity, particularly invertebrates. I will be developing a novel methodological approach for measuring attitudes to invertebrates and how they relate to people’s connection to nature. I am also producing a programme of CPD courses and videos for teachers and outdoor learning practitioners, about evidence-based teaching practice in this field.

I also have a background in sustainable agriculture and biodiversity conservation. I was a lecturer in land-based colleges for 10 years, teaching at foundation and degree level. I co-produced the University of Exeter Sustainable Food Systems MOOC. 

I am a Fellow of the Linnean Society of London and Member of the Editorial Board for the International Journal in Science Education, Royal Society for Biology and The British Ecological Society.

 

Qualifications

2020: PhD in Education, University of Exeter

2008: MSc Biodiversity and Conservation, University of Leeds

1995: BSc Biology, University of Bristol

Career

2021 - 22: Digital Learning Officer, Field Studies Council

2018 - 21: Research Assistant, Duchy Rural Business School         

2018 - 19: Research Assistant, University of Exeter

2016 - 17: Lecturer, Bicton College

2009 - 16: Lecturer, Dartington Schumacher College

2008 - 13: Community Scientist, University of Plymouth

Research group links

Research

Publications

Key publications | Publications by category | Publications by year

Publications by category


Journal articles

Stagg BC, Dillon J, Maddison J (2022). Expanding the field: using digital to diversify learning in outdoor science. Disciplinary and Interdisciplinary Science Education Research, 4(1). Abstract.
Stagg BC, Dillon J (2022). Plant awareness is linked to plant relevance: a review of educational and ethnobiological literature (1998–2020). PLANTS, PEOPLE, PLANET, 4(6), 579-592.
Stagg BC, Verde MF (2019). A comparison of descriptive writing and drawing of plants for the development of adult novices’ botanical knowledge. Journal of Biological Education, 53(1), 63-78. Abstract.
Stagg BC (2019). Meeting Linnaeus: improving comprehension of biological classification and attitudes to plants using drama in primary science education. Research in Science & Technological Education, 38(3), 253-271.
Stagg BC, Verde MF (2019). Story of a Seed: educational theatre improves students’ comprehension of plant reproduction and attitudes to plants in primary science education. Research in Science and Technological Education, 37(1), 15-35. Abstract.
Stagg BC, Donkin ME (2017). Apps for angiosperms: the usability of mobile computers and printed field guides for UK wild flower and winter tree identification. Journal of Biological Education, 51(2), 123-135. Abstract.
Stagg BC, Donkin ME (2016). Mnemonics are an Effective Tool for Adult Beginners Learning Plant Identification. Journal of Biological Education, 50(1), 24-40. Abstract.
Stagg BC, Donkin ME, Smith AM (2015). Bryophytes for Beginners: the usability of a printed dichotomous key versus a multi-access computer-based key for bryophyte identification. Journal of Biological Education, 49(3), 274-287. Abstract.
Stagg BC, Donkin M (2013). Teaching botanical identification to adults: Experiences of the UK participatory science project Open Air Laboratories. Journal of Biological Education, 47(2), 104-110. Abstract.

Publications by year


2022

Stagg BC, Dillon J, Maddison J (2022). Expanding the field: using digital to diversify learning in outdoor science. Disciplinary and Interdisciplinary Science Education Research, 4(1). Abstract.
Stagg BC, Dillon J (2022). Plant awareness is linked to plant relevance: a review of educational and ethnobiological literature (1998–2020). PLANTS, PEOPLE, PLANET, 4(6), 579-592.

2020

Stagg B (2020). Developing a Pedagogy for Reducing ‘Plant Blindness’.  Abstract.

2019

Stagg BC, Verde MF (2019). A comparison of descriptive writing and drawing of plants for the development of adult novices’ botanical knowledge. Journal of Biological Education, 53(1), 63-78. Abstract.
Stagg BC (2019). Meeting Linnaeus: improving comprehension of biological classification and attitudes to plants using drama in primary science education. Research in Science & Technological Education, 38(3), 253-271.
Stagg BC, Verde MF (2019). Story of a Seed: educational theatre improves students’ comprehension of plant reproduction and attitudes to plants in primary science education. Research in Science and Technological Education, 37(1), 15-35. Abstract.

2017

Stagg BC, Donkin ME (2017). Apps for angiosperms: the usability of mobile computers and printed field guides for UK wild flower and winter tree identification. Journal of Biological Education, 51(2), 123-135. Abstract.

2016

Stagg BC, Donkin ME (2016). Mnemonics are an Effective Tool for Adult Beginners Learning Plant Identification. Journal of Biological Education, 50(1), 24-40. Abstract.

2015

Stagg BC, Donkin ME, Smith AM (2015). Bryophytes for Beginners: the usability of a printed dichotomous key versus a multi-access computer-based key for bryophyte identification. Journal of Biological Education, 49(3), 274-287. Abstract.

2013

Stagg BC, Donkin M (2013). Teaching botanical identification to adults: Experiences of the UK participatory science project Open Air Laboratories. Journal of Biological Education, 47(2), 104-110. Abstract.

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Teaching

Supervision / Group

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