معرفی
Dr. Catherine Francis is a Lecturer at the University of Aberdeen's School of Education and a Senior Fellow of the Higher Education Academy (HEA). She holds a PhD in Education (2023) from Aberdeen University, along with a BSc in Applied Biology from Bangor University (1986), a PGCE in Primary Education from the University of Cambridge (1987), and Chartered Teacher status from GTCS (2009).
Her research focuses on primary education with special emphasis on embodied learning in natural environments. Dr. Francis explores how children develop connections with nature through sensory experiences, often incorporating Scottish cultural elements like the Doric language. Her work bridges educational theory with practical applications for outdoor learning, particularly examining how embodied cognition enhances children's environmental awareness and cultural identity.
Dr. Francis's publications reveal a consistent trajectory toward understanding how nature-based education can be integrated into primary school curricula. Her research demonstrates how sensory learning at natural sites like beaches creates unique educational opportunities that transcend traditional classroom boundaries. She frequently employs interdisciplinary approaches, drawing from environmental studies, linguistics, and philosophy to develop innovative frameworks for nature education.
- Senior Fellow of the Higher Education Academy (HEA)
Dr. Francis is actively supervising PhD students in Education and has developed specialized expertise in nature-based pedagogy. Her research methodology often involves participatory approaches with children in natural settings, documenting how sensory experiences foster deeper environmental connections. She has contributed significantly to the field through her work on embodied learning and cultural preservation in educational contexts.
Her research projects frequently involve collaborations with schools and community organizations focused on developing outdoor learning environments. Dr. Francis has established herself as a specialist in translating theoretical concepts about embodied cognition into practical educational strategies that can be implemented in primary school settings.
