The Association for Science Education


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Issue: May 2014 256


Issue: May 2014 256

Author: Shaun Reason, ASE CEO

Extract: In this first editorial from ASE's new Chief Executive, Shaun Reason introduces his vision to support science educators and highlights concerns over the pace of change in UK education reforms.

ASE in Action

Issue: May 2014 256

Extract: Dangers in A-level reform highlights and letters to editors.

Annette Smith moves on from ASE

Issue: May 2014 256

Farewell to John Lawrence

Issue: May 2014 256

Events Roundup

Issue: May 2014 256

Invitation to participate in National Curriculum research- at a distance

Issue: May 2014 256

Author: Terry Russell and Linda McGuigan

Extract: The 2014 science curriculum introduces Evolution and Inheritance. With Nuffield Foundation support, we are researching this novel area in collaboration with teachers and children. Most activity is at Key Stage 1-2 (age 5-11), plus Key Stage 3 (age 11-14) consultation.

ASE: Prepare for ‘working scientifically with upd8 at Key Stage 3

Issue: May 2014 256

Extract: From September, your science department will be expected to focus on working scientifically through the content across all three science disciplines at Key Stage 3 (age 11-14).

ASE: From Five to Sydney: a journey through science

Issue: May 2014 256

Author: Stephen Lam

Extract: What is science? Depending on whom you ask, it may mean the pursuit of knowledge, explanations of our everyday world, a difficult subject you had to study at school or a field populated by larger than life characters such as Einstein, Feynman or Hawking. For me, science has been and remains an unexpected journey, an adventure and an ever-changing career.

Educational Neuroscience: What can we learn?

Issue: May 2014 256

Author: Derek Bell

Extract: There has been, without doubt, a marked increase in interest, research and publications exploring ways in which educational practices might be influenced by neuroscience. Most recently, in the UK this interest has been demonstrated by the call for proposals to develop, evaluate and communicate the impact of education interventions grounded in neuroscience research.

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