The Association for Science Education

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Focus on...and Notice Board

Issue: March 2014 132

Extract: Why should we take learning outdoors? 'Learning outdoors’ doesn’t necessarily mean learning about, or from, nature. Many early-years providers see the outdoors as a part of the ‘classroom’, with parts of the day dedicated to free-flow between indoors and outdoors. Many settings are also developing ‘forest schools’, exploring the opportunities of a wooded area on site or locally. Also find out about Ofsted's maintaining curiosity on this issue's notice board.

Little things that run the world

Issue: March 2014 132

Extract: Luke Tilley explores the world of insects and offers ideas on how you can get involved during National Insect Week.

Taking the new curriculum outdoors

Issue: March 2014 132

Extract: Katherine Forsey believes that the ‘outdoor classroom’ is a brilliant free resource that schools should be using regularly.

Outdoor learning can help children flourish in science and across the curriculum – the FSC takes a lead

Issue: March 2014 132

Extract: Hannah Rose and Anneke Kempton explain why the outdoors is such an important place for teaching and learning and how the FSC helps schools to deliver it.

Using science and much more to ‘Beat the Flood’

Issue: March 2014 132

Extract: Claire Seeley’s class learn of the important role of science and technology in solving a real-world problem as they tackle a practical challenge.

The 'Red and Blacks'

Issue: March 2014 132

Extract: Continuing our exploration into the archives of our ‘Red and Blacks’ – the original ASE Primary Science – the examples illustrate how observation can lead to many questions and ideas in the primary classroom: Does anything live in the long grass? Learning through animals. What do they look like? Where do some plants grow best?

Children go bonkers about bugs

Issue: March 2014 132

Extract: Sue Fielding and Meriel Jones share how the Bonkers Bugs team used the outdoors as a cross-curricular learning environment.

Learning about the weather through an integrated STEM approach

Issue: March 2014 132

Extract: Gokhan Serin describes how the weather provided an ideal context for integrating science, technology, engineering and maths in the classroom.

Using visualisation to enhance learning

Issue: March 2014 132

Extract: Mick Statham explains how implicit visualisation sometimes is and how we can work with this to create an engaging and imaginative start to a lesson.

Just imagine: using drama to support science learning with older primary children

Issue: March 2014 132

Extract: Wendy Precious and Deb McGregor report on the impact of using Dramatic Science with classes of older primary children.

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