School Science Review number 353
Number 353 - June 2014
|2||Contents and Editorial
After a very full theme focusing on the science curriculum in March, this edition returns to the roots of School Science Review, with a random selection of material sent in mostly by teachers in the spirit of‘this worked for me, you might like to try it’.
|7||Science Notes: Interdisciplinary teaching of biology and physical education|
|10||Science Notes: Dilution of a weak acid|
|12||Science Notes: The Clubbers’ Guide: School biology clubs|
|21|| The Presidential Address 2014: Teaching and learning: the long view
What makes us uniquely human? The Presidential Address delivered to the Association for Science Education Annual Conference, University of Birmingham, January 2014.
|27|| Chicken eggs: which comes first – the expected results or the science?
Students used shell-less chicken eggs to study osmosis; unexpected results led them to learn more about science than about eggs.
|37|| The development of a new practical activity: using microorganisms to model gas cycling
A simple practical activity that illustrates gas cycling – algae produce oxygen which is used by yeast, and yeast produce carbon dioxide which is used by algae.
|41|| A mineral processing field course
A description of a field course in Cornwall looking at mineral processing with the focus on the chemistry involved.
|47|| A lesson plan to develop structured discussion of the benefits and disadvantages of selected plastics using the product-testing method
The product-testing method provoked intense classroom debates and made students aware of science’s potential for contributing to the evaluation of everyday products.
|55|| Design and implementation of a bingo game for teaching the periodic table
A game for learning about the periodic table in a fun way in the chemistry class.
|61|| Effectiveness of demonstrations supported by ICT tools on upper secondary school students’ attitudes towards the learning of physics
Practical demonstrations enhance the motivation of students in Singapore accustomed to following worksheets in physics lessons.
|73|| The Structural Challenge: a simple design-based science activity to foster creativity among kinaesthetic learners
The opportunity to complete extended practical challenges has been found to motivate students in learning science and enhance creativity in Singapore, especially for lower ability students.
|79||The Teaching, Learning and Creativity (TLC) model for science
The Teaching, Learning and Creativity (TLC) model integrates a wide variety of activities for both teachers and pupils.
|85|| Subject knowledge enhancement (SKE) courses for creating new chemistry and physics teachers: do they work?
Course documentation was used to evaluate the impact of an SKE course in chemistry and physics during the 2011–2012 academic year.
|95|| The early-career development of science teachers from initial training onwards: the advantages of a multifaceted five-year programme
The routes by which trainee teachers, and those in the early stages of their career, can progress to become outstanding science teachers are considered and a five-year plan proposed.
|107|| Shake it all about! Using earthquake science to enhance geology and physics teaching in the UK
A joint school and university programme in the Yorkshire and Humberside region through which seismometers were deployed in local schools to promote interest in geology and physics.
|115|| Shape is as important as size: roundness and the science of measurement
What criteria would you use to judge a freehand circle-drawing competition? This article describes assessment of geometric shape and some geometry which led to the recent reassessment of the standard engineering testing procedures.
|123||Catching the tide: a review of tidal energy systems
A description of tidal energy systems together with a consideration of their advantages and disadvantages.
129 The Handy Chemistry Answer Book Ian C. Stewart and Justin P. Lomont
|134|| Science app reviews: Apps outdoors!
The best tips and trick for using apps for outdoor learning. Why use app? Which ones? What are the hardware logistics and privacy concerns? Measuring, identification and presenting applications are reviewed.
|140||Index to Volume 95|
|144||SSR special issues and Advertisers Index|