Skip to main content

Dr Simon Rees

Creative thinking lies at the heart of Simon Rees’ educational philosophy to widen participation in chemistry. All too often, science is perceived as an “uncreative” subject and it is his desire to challenge these misconceptions and develop the notion of “creative chemistry”.
Year
2020
Institution
Durham University
Job Title
Associate Professor (Teaching): Head of Researcher and Education Development

Simon’s educational philosophy aims to widen participation in chemistry both in terms of teaching with creativity (developing innovative pedagogical strategies) and teaching for creativity (pedagogic strategies to promote creative thinking). All too often, science is perceived as an “uncreative” subject and it is his desire to challenge these misconceptions and develop the notion of “creative chemistry”.

Having previously taught in a high school and further education college, Simon joined Durham University to teach chemistry on the Foundation Programme in 2010. This programme is a widening participation initiative for non-traditional students (eg mature students without the usual qualifications for undergraduate entry) from a wide variety of backgrounds who progress to departments across the University. Many of these students are returning to study after a prolonged period of work or family commitments.

Teaching within this environment, provided Simon with the ideal opportunity to explore innovative and creative pedagogies. Inspired by comments from students such as “it is like you are talking a foreign language”, he focused on the challenges that the language of chemistry can present. Through an exploration of second language learning theories and pedagogies, he applied strategies from the language classroom within the chemistry context to focus on language understanding. This has included emphasising etymology, the development of corpus linguistics (analysing bodies of text for patterns of language usage) and the incorporation of word games.

Simon has also sought to engage his students through the human element of studying chemistry. This has involved developing the narratives connected to the chemistry content. For example, through exploring the works and recreating the lectures of a great scientist such as Michael Faraday, he has been able to illustrate notions of creative thinking and the development of scientific understanding.

In addition, Simon collaborates with other departments within the University, such as the Oriental Museum, to explore the chemistry of museum objects and how this relates to their cultural and historical significance. In this way the students come to realise that chemistry extends far beyond equations and formulae and into all aspects of human existence.

Advance HE recognises there are different views and approaches to teaching and learning, as such we encourage sharing of practice, without advocating or prescribing specific approaches. NTF and CATE awards recognise teaching excellence in a particular context. The profiles featured are self-submitted by award winners.