Dr Jessie Durk FHEA

简介

Prior to joining the University of Cambridge in 2024, I held several postdoctoral positions in science and physics education. I was a postdoctoral researcher in physics education at Imperial College London, in science education at King's College London (in the School of Education, Communication and Society), and in physics education (also) at the University of Cambridge. Across these roles I have researched education at the primary, secondary, and higher education levels. In 2024 I was awarded Advance HE Fellowship for my teaching achievements in my previous role at Imperial College London. There, I led several staff-student partnerships investigating aspects of physics education such as assessment and the transition to university. I also taught and assessed modules that focused on learnin

代表成果

• Durk, J., and Authors. In preparation.
• Durk, J., and Author. Submitted to anonymous.
• Sentance, S., and Durk, J. (2026). `Let's learn together!': developing PCK for physical computing in primary schools. Accepted for publication in ITiCSE 2026: Proceedings of the 31st ACM Conference on Innovation and Technology in Computer Science Education.
• Fox, M. F. J., Kandiko Howson, C., Durk, J., Richards, M., Smith, A., and Tymms, V. (2025). Widening participation in Physics by widening choices: is a STEM-only choice of subjects at A level associated with an increased level of academic success on an undergraduate Physics degree? European Journal of Physics. Doi: 10.1088/1361-6404/ae0217
• Durk, J., & Sentance, S. (2025). A positive and inclusive classroom experience: primary school teachers’ perspectives of physical computing. IDC '25: Proceedings of the 24th Interaction Design and Children, 1146 - 1150. Doi: 10.1145/3713043.3731552
• Durk, J., Smith, A., Rahman, N., & Christie, R. (2024). Exam Experiences, Motivational Beliefs, and Belonging in First-Year University Physics Students: Insights from the Covid-19 Pandemic. Teaching & Learning Inquiry, 12, 1-19. Doi: 10.20343/teachlearninqu.12.30
• Durk, J., Smith, A., Aydın, B., Julia, A., & Rabey, I. (2024). Using expectancy-value theory to understand the teaching motivations of women physics lecturers. Physical Review Physics Education Research, 20(1), 010157. Doi: 10.1103/PhysRevPhysEducRes.20.010157
• Moore, A. M., Fairhurst, P., Bennett, J. M., Harrison, C., Correia, C. F., & Durk, J. (2023). Assessment and practical science: identifying generalizable characteristics of written assessments that reward and incentivise effective practices in practical science lessons. International Journal of Science Education, 46(7), 643-669. Doi: 10.1080/09500693.2023.2253366
• Durk, J., Davies, A., Hughes, R., & Jardine-Wright, L. (2020). Impact of an active learning physics workshop on secondary school students’ self-efficacy and ability. Physical Review Physics Education Research, 16(2), 020126. Doi: 10.1103/PhysRevPhysEducRes.16.020126
• Durk, J., & Clifton, T. (2019). Discrete cosmological models in the Brans–Dicke theory of gravity. Classical and Quantum Gravity, 36(18), 185011. Doi: 10.1088/1361-6382/ab329e