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7 - Editorial
8 - SSR
special issues list
9 - Letters
13 - Science
notes
13
Ionisation energy models-a reflection John Green
16 Visiting a power station Dave Pickersgill
19 A new hydraulic model for the electric circuit Panagiotis
Koumaras
25 - Editorial:
14-19 science education Ken Gadd
27 - 21st
Century Science - a new flexible model for GCSE science
21st Century Science project team. This new curriculum
model, now being piloted, aims to provide the flexibility
needed to teach science to future scientists and future citizens
35 - 14-19:
opportunity and excellence - what does it mean for science?
Andrew Hunt
The current arrangements for 14–19 education are failing
many young people. Where do we go from here?
41 - Using
modern technologies in 14-19 science Derek Denby
Developments in ICT mean that its use to support science education
is now making real progress
47 - Collaboration
between schools and colleges Laurie Mansfield
Collaboration between institutions providing education
and training for the 14–19 age range is now very much
on the national agenda. As science teachers, we should view
this as a tremendous opportunity.
53 - Science
education from 14-19: an Awarding Body perspective John
Noel
Existing and new ‘hybrid’ qualifications may be
used to provide flexibility and choice in the sciences from
14 to 19
57 - Work-based
learning:
government initiatives for growth, innovation and productivity
Richard Smith
A sufficient supply of highly skilled scientists, engineers
and managers is crucial to the competitive realities facing
the UK. We need to generate new and innovative solutions to
developing and changing skills.
61 - BTEC
Firsts and Nationals in applied science John Fincham
An introduction to these vocational courses developed
to help fulfil the skill needs of the applied science sector
65 - Forthcoming
changes to the 14-19 science curriculum David MacKay
A QCA officer outlines the Government’s vision for the
future of education for this age range and how it may be achieved
69 - Does
ICT in science really work in the classroom? Part 2, The department
and its organisation
Helen Finlayson and Laurence Rogers
How have school science departments responded to the national
programme of training for integrating ICT in science lessons?
75 - What's
special about bromine? Pat Swain
The article focuses on aspects of the chemistry of bromine
as a typical halogen and as a special element with
many useful applications
85 - The
originators of the proton theory of acids and bases Marten
J. ten Hoor
This article argues that Brønsted and Lowry should
share the credit equally for originating the proton
theory of acids and bases
91 - Discussing
the nature of science when teaching refraction and reflection
Martin Monk
Separating the questions What is happening? and
Why does it happen? provides useful opportunities
to discuss ‘ideas and evidence’
97 - Students'
approaches to learning science: responding to learners' needs
Christine Chin
If teachers understand students’ different approaches
to learning, they can adapt their teaching accordingly
107 - Analogy-constructive
or confusing? A students' perspective Ben Styles
Teachers often use analogy to explain scientific principles
and may also favour its use with less able students. Do we have
a full appreciation of how and when to use analogy?
117 - Bridging
the Key stage 2/3 gap in science Martin Braund,
Zoe crompton, Mike Driver and Joy Parvin
Problems and solutions relating to transfer from key stage
2 to key stage 3 in science are discussed
124 - Reviews
139 - Index
to Advertisers
140 - Science
websearch
142 - Notes and News
144 - Brief
notes for contributors
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