Dr Zayba Ghazali-Mohammed

  • Lecturer (Learning, Teaching & Scholarship) (Psychology & Neuroscience Education Hub)

email: Zayba.Ghazali-Mohammed@glasgow.ac.uk
pronouns: She/her/hers

Import to contacts

My office hours are currently all online on Tuesdays 9am-10pm, and Thursdays 3-4pm. If you need to see me in person please contact me to arrange a time.

ORCID iDhttps://orcid.org/0000-0003-2975-5581

Research interests

I am a developmental psychologist and Race and Equality Champion for the School of Psychology and Neuroscience. I am also programme lead for MSc Psychology conversion (online).


I completed my undergraduate degree in Psychology at the University of Edinburgh and my Masters degree in Developmental Science at Birkbeck College University of London. I then completed my PhD in Developmental Psychology at University College London.



My research has predominantly centred around cognition and conceptual change, particularly in STEM areas. I am also interested in multimodal learning, technology-enhanced learning and topics around social inclusion in and accessibility to Higher Education from marginalised and underserved communities. I use both quantitative and qualitative methods of analysis.


My previous work has explored how children learn science both in the classroom and in informal learning settings like museums. My more recent pedagogical research has explored how staff and students have experienced hybrid teaching and education in light of the pandemic.

Publications

List by: Type | Date

Jump to: 2021 | 2020 | 2019 | 2018 | 2017 | 2016 | 2015 | 2014
Number of items: 11.

2021

Ghazali-Mohammed, Z. (2021) Hybrid happened. So, what now? [Website]

2020

Revueltas-Roux, A., Manches, A., Ghazali-Mohammed, Z. , Booth, J. and Cebula, K. (2020) Capturing engagement in early science learning: Triangulating observational and psychophysiological measures. In: 2020 ACM Interaction Design and Children Conference, London, UK, 21-24 Jun 2020, ISBN 9781450380201 (doi: 10.1145/3397617.3398032)

2019

Menzies, J., Ghazali-Mohammed, Z. , Macnab, S., Meikleham, S., Rose, G. and Manches, A. (2019) Embodied learning in museums: Exhibit design for preschool scientists. Journal of Education in Museums, 40,

2018

Ghazali-Mohammed, Z. (2018) Understanding the Role of Embodied Interaction in Preschool Children’s Learning About Science in Informal Settings. In: 13th International Conference of the Learning Sciences (ICLS), London, UK, 23-27 Jun 2018, pp. 1857-1859. ISBN 9781732467224

2017

, (2017) Cracking the Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics (STEM). Documentation. UNESCO, Paris. (doi: 10.54675/QYHK2407).

2016

Tolmie, A. K., Ghazali, Z. and Morris, S. (2016) Children's science learning: A core skills approach. British Journal of Educational Psychology, 86(3), pp. 481-497. (doi: 10.1111/bjep.12119) (PMID:27199279)

2015

Ghazali, Z. (2015) Your PhD initiation: The upgrade. PsyPAG Quarterly, 1(97-5), p. 95. (doi: 10.53841/bpspag.2015.1.97-5.95)

Ghazali, Z. (2015) Can we be scientific about science education? Psychologist,

Ghazali-Mohammed, Z. (2015) Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences. David N. Rapp & Jason L.G. Braasch (Eds.). Psychologist, [Book Review]

2014

Ghazali, Z. and Tolmie, A. (2014) Nuevos enfoques para comprender el desarrollo de los conceptos biológicos en niños pequeños - New approaches to understanding the development of biological concepts in young children. Educatio Siglo XXI, 32(2), pp. 97-118. (doi: 10.6018/j/202181)

Ghazali, Z. (2014) Taking a scientific approach to life. Psychologist, 27(5), p. 373.

This list was generated on Wed Apr 17 15:49:13 2024 BST.
Number of items: 11.

Articles

Menzies, J., Ghazali-Mohammed, Z. , Macnab, S., Meikleham, S., Rose, G. and Manches, A. (2019) Embodied learning in museums: Exhibit design for preschool scientists. Journal of Education in Museums, 40,

Tolmie, A. K., Ghazali, Z. and Morris, S. (2016) Children's science learning: A core skills approach. British Journal of Educational Psychology, 86(3), pp. 481-497. (doi: 10.1111/bjep.12119) (PMID:27199279)

Ghazali, Z. (2015) Your PhD initiation: The upgrade. PsyPAG Quarterly, 1(97-5), p. 95. (doi: 10.53841/bpspag.2015.1.97-5.95)

Ghazali, Z. (2015) Can we be scientific about science education? Psychologist,

Ghazali, Z. and Tolmie, A. (2014) Nuevos enfoques para comprender el desarrollo de los conceptos biológicos en niños pequeños - New approaches to understanding the development of biological concepts in young children. Educatio Siglo XXI, 32(2), pp. 97-118. (doi: 10.6018/j/202181)

Ghazali, Z. (2014) Taking a scientific approach to life. Psychologist, 27(5), p. 373.

Book Reviews

Ghazali-Mohammed, Z. (2015) Processing Inaccurate Information: Theoretical and Applied Perspectives from Cognitive Science and the Educational Sciences. David N. Rapp & Jason L.G. Braasch (Eds.). Psychologist, [Book Review]

Research Reports or Papers

, (2017) Cracking the Code: Girls’ and Women’s Education in Science, Technology, Engineering and Mathematics (STEM). Documentation. UNESCO, Paris. (doi: 10.54675/QYHK2407).

Conference Proceedings

Revueltas-Roux, A., Manches, A., Ghazali-Mohammed, Z. , Booth, J. and Cebula, K. (2020) Capturing engagement in early science learning: Triangulating observational and psychophysiological measures. In: 2020 ACM Interaction Design and Children Conference, London, UK, 21-24 Jun 2020, ISBN 9781450380201 (doi: 10.1145/3397617.3398032)

Ghazali-Mohammed, Z. (2018) Understanding the Role of Embodied Interaction in Preschool Children’s Learning About Science in Informal Settings. In: 13th International Conference of the Learning Sciences (ICLS), London, UK, 23-27 Jun 2018, pp. 1857-1859. ISBN 9781732467224

Website

Ghazali-Mohammed, Z. (2021) Hybrid happened. So, what now? [Website]

This list was generated on Wed Apr 17 15:49:13 2024 BST.