Nasser Mansour (Dr. Nasser Mansour)

Nasser Mansour is a Lecturer in Science Education at the Faculty of Education, Tanta University, Egypt. He did work as a research assistant on a research project to assess the "Continuing Professional Development" (CPD) programme, at School of Education and Lifelong Learning, University of Exeter, United Kingdom.

He holds BSc (grade Very Good/Honours) in Physics & Chemistry Education, and an MA in Science Education (grade Excellent) from the Faculty of Education, Tanta University, Egypt. His PhD in Science Education is from the School of Education and Lifelong Learning, University of Exeter. He also holds a Diploma in Understanding Children from the Open University, United Kingdom.

He originated the "Personal Religious Beliefs (PRB) Model", which explains the process of shaping and reshaping teachers' beliefs and practices. He is a reviewer for the British Educational Research Association (BERA) conference. He is a member of several educational associations; BERA (British Educational Research Association, UK); ESERA (European Science Educational Research Association, Netherlands); BAAS (British Association for the Advancement of Science, UK); and NARST (National Association for Research in Science Teaching, USA).

Academic qualifications obtained:

1- I got general secondary in science.
2- I got the degree of B.SC Education Department of Physics & Chemistry May 1993 with general estimate (very good degree Honour). Faculty of education, Tanta University.
3- I got the degree of Special Diploma in Education in September 1995 with a degree grade very good. Faculty of education, Tanta University.
4- I got the degree of Master of Education in Special of 'Curriculum and Instruction of Science' with a general degree Excellent. Faculty of education, Tanta University.
The Thesis is entitled: the effectiveness of Ausubel's advanced organizers in developing achievement in science and creative thinking abilities of preparatory stage students.
5- I got my MPhil (Master of Philosophy) July/ 2004. School of Education, Exeter University.
Studied these modules through the Mphil:
The Nature Of Educational Enquiry (ERPM000)
Interpretive Methodologies in Educational Research (ERPM001)
Scientific Methodologies in Educational Research (ERPM002)
Communicating educational research (ERPM003)

6- I got a diploma on understanding children, Open University, UK.
7- PhD (Philosophy of Doctor) in Education, School of Education, and Exeter University. The Thesis is entitled: Science-Technology-Society Education in Egypt: The Beliefs and Practices of Egyptian Science Teachers.

Membership of Professional Bodies/Associations:

The Editorial Review Board for The Science Education Review
Reviewer for Journal of Public Understanding of Science,
British Educational Research Association (BERA), Notts, UK
A reviewer for BERA conference
European Science Educational Research Association (ESERA). Utrecht, Netherlands (794)
British Association for the Advancement of Science (BAAS), London, UK
National Association for Research in Science Teaching (NARST), Baltimore, USA
Member: International Journal of Science Education

His main research interests are in aspects of teaching and learning in science, including STS (Science, Technology and Society education); controversial issues, scientific literacy, the relationship between religion and science education; learners' ideas, misconceptions, alternative conceptions and alternative frameworks; constructivism in science education; learner thinking; creative thinking in science explanations in science; teaching about the nature of science; science teachers' beliefs and practices, teacher professional development; and Grounded Theory.

Mansour, N. (in press) the experiences and Personal Religious Beliefs of Egyptian science teachers as a framework for understanding the shaping and reshaping of their beliefs and practices about Science-Technology-Society (STS). International Journal of Science Education. (in press). URL: http://dx.doi.org/10.1080/09500690701463303<br>Mansour, N. (2007) Challenges to STS education: Implications for science teacher education. Bulletin of science, technology and society, 27 (6), 482-497.

Academic research includes:
Mansour, N. (1998). The effectiveness of Ausubel's advanced organizers in developing achievement in science and creative thinking abilities of preparatory stage students. Unpublished Master. Faculty of Education Tanta University, Egypt.

Mansour, N. (2003). Gender differences in science achievement and attitude toward science in 7th grade Egyptian pupils, A paper presented to school of Education, Exeter University, UK, April.
Mansour, N. (2007). Science-Technology-Society Education in Egypt: The Beliefs and Practices of Egyptian Science Teachers. Ph.D submitted to School of Education, University of Exeter, UK. (November/2007)

Conferences:

Mansour, N. (2004). Does the Egyptian preparatory science curriculum provide for the development of the Scientific Literacy (SL)? A paper presented at The School's Annual Staff Student Research Conference, at Exeter University, UK, May 14.
Mansour, N. (2006). The mediating factors between Egyptian science teachers' beliefs and practices concerning teaching science through Science-Technology-Society (STS): Implications for teacher education. Paper presented at the British Educational Research Association (BERA) annual conference at Warwick University, UK, September 6- 9.
Mansour, N. (2007). Exploring Science teachers' orientations towards teaching and learning of science. A paper presented to the European Educational Research Association (EERA) annual conference at Faculty of Psychology and Educational Sciences, University of Ghent, Belgium (Ghent), 17th to 21st September.
Mansour, N. (2007). Grounded Theory and the existing theories: A call for a step further. A paper accepted at The School's Annual Staff Student Research Conference, at Exeter University, UK, May 12.
Mansour, N. & Alhodithy, A (2007). Teacher motivation to implement cooperative learning (CL) and social constraints in Saudi Arabia (SA) secondary schools. A paper accepted at The Saudi Innovation Conference, University of Newcastle, Newcastle, UK, May.
Mansour, N. (2007). Investigating science teachers' beliefs, intentions and practices about teaching/learning science-technology-society (STS) issues. A paper accepted at the British Educational Research Association (BERA) annual conference at Institute of Education, University of London, UK, 5th - 8th September.
Mansour, N. (2007). Models of the relationship between science teachers' beliefs and practice in the classroom. A paper accepted at the British Educational Research Association (BERA) annual conference at Institute of Education, University of London, UK, 5th - 8th September.
Mansour, N. (2007). Religious beliefs: a hidden variable in the performance of teachers in the science classroom. A paper presented at the European Educational Research Association (EERA) annual conference at Faculty of Psychology and Educational Sciences, University of Ghent,
Belgium (Ghent), 17th to 21st September.
Mansour, N. (2007). Secondary school teachers' views of the Multiple Intelligence theory as an inclusive pedagogy. A paper presented to the European Educational Research Association (EERA) annual conference at Faculty of Psychology and Educational Sciences, University of Ghent, Belgium (Ghent), 17th to 21st September.