School Science Review
Editor: Geoff Auty
School Science Review (SSR) is a highly regarded periodical, sent to all secondary members of ASE on a quarterly basis. It is also sent to university libraries and education centres and is read worldwide. Contributions may be requested or unsolicited and come from a wide range of people with an interest in science education for ages 11-19, including teachers, academics and scientists. All contributions are peer reviewed.
SSR is an important source for professional and curriculum development. Reading SSR is a form of ASE activism and members can communicate professional ideas by being either authors or readers.
SSR aims to:
- Inform readers of innovations and developments in science education
- Develop readers’ knowledge of and practice in science education
- Provide useful and innovative practical ideas for teaching science in secondary schools
- Disseminate research and scholarship relevant to readers’ subject and pedagogic knowledge in and about science education
As well as major articles and Science Notes, SSR also contains comprehensive reviews of major published books and schemes, along with ICT and website reviews.There is usually a Letters to the Editor section as well as Helpdesk and a section on Science Clubs.
There is an annual index (author, subject and title) published in every June issue.
Non-members of ASE may read selected articles from each issue of SSR, current and previous, offered as 'tasters' to give a flavour of the journal. These free articles are those listed on the Contents page without the padlocks alongside. If you like what you see and would like to read more, why not join ASE? Click here for more details.
- School Science Review - 355
November 2014 (Issue 355) - ASE's Secondary Science Quarterly Publication - School Science Review (SSR). The theme of this issue is STEM and how technology, engineering and mathematics link with science. Featured articles look at the view from schools of provision of career information, the benefits of using engineering as a context for science lessons and how to work with maths departments in schools.
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