Joined-up Science: A Natural Philosophical Approach to Science Teaching

Career overview

Dr Tonie Stolberg is a Lecturer in Science and Science Education at the School of Education, University of Birmingham. He holds a DPhil from the University of Oxford, a BSc from the University of Edinburgh, and a BA from the Open University. Additionally, he is a Member of the Royal Society of Chemistry (MRSC), a Chartered Chemist (CChem), and a Fellow of the Higher Education Academy (FHEA). Dr Stolberg''s academic background combines research chemistry and psychology, which informs his current work focused on identifying practices that can foster personally meaningful educational experiences. His teaching responsibilities encompass undergraduate courses in teaching and learning, psychology, and dissertation supervision, as well as postgraduate supervision for EdD, MRes, MPhil, and PhD students. His research interests include the use of scientific meanings through various epistemological lenses, particularly in relation to faith traditions and artistic inquiry. He explores how these perspectives influence teaching and learning practices, curriculum development, and educational objectives. Dr Stolberg''s areas of interest extend to science education, the intersection of science and the creative arts, and the impact of cultural and religious contexts on education. His recent doctoral studies have addressed topics such as religion and sexuality education, inquiry-based learning in science, and the perceptions of sex education among tutors in Ghana. Dr Stolberg has authored several publications in the field, contributing to discussions on the ethical dimensions of education, the teaching of controversial issues, and the integration of spirituality in science teaching.

Research interests

Dr Stolberg''s research focuses on the intersection of science education and personal belief systems, particularly how scientific meanings are interpreted through various epistemological lenses, including faith traditions and artistic inquiries. His current work examines the management and learning of these interpretations within personal contexts. He is also interested in the broader implications of these reflections on teaching and learning practices, pedagogical strategies, and curriculum development. Specific areas of interest include science education, the integration of science and the creative arts, the teaching of controversial issues, the relationship between religion and science, the impact of faith on educational practices, cultural influences on education, pedagogy, values in education, and phenomenological approaches to educational research. Recent doctoral studies supervised by Dr Stolberg cover topics such as religion and sexuality education, inquiry-based learning in science, perceptions of sex education in Ghana, critical thinking in chemistry education, and the understanding of science news among trainee teachers.