The Association for Science Education


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Carbon dioxide and global warming: a failed experiment

Issue: November 2014 355

Author: Carla Ribeiro

Extract: An experiment intended to simulate the greenhouse effect of carbon dioxide, although similar to other experiments already published, was unsuccessful.

Action research on ‘visible learning’ in science

Issue: November 2014 355

Author: David Paterson

Extract: Some of the core ideas of ‘visible learning’ were trialled and evaluated with a GCSE chemistry class, and significant gains in attainment, confidence and independence in learning were seen.

‘It’s still science but not like normal science’: girls’ responses to the teaching of socio-scientific issues

Issue: November 2014 355

Author: Helen Morris

Extract: How do girls respond to the inclusion of the issues of climate change, prenatal genetic tests or nuclear power in science lessons?

A tool for adopting a different perspective on classroom observation and feedback on science lessons

Issue: November 2014 355

Author: Lyn Haynes

Extract: A structure to provide feedback on lesson observation using four standpoints, including the teachers themselves and the students in the class


Issue: November 2014 355

Science app reviews

Issue: November 2014 355

Science websearch

Issue: November 2014 355

SSR special issues

Issue: November 2014 355

Contents and Editorial

Issue: September 2014 354

Talk in the science classroom: using verbal behaviour analysis as a tool for group discussion

Issue: September 2014 354

Author: Lynne Bianchi and Josephine Booth

Extract: Acquisition of language skills is essential to all education and can be developed in science through appropriate discussion. This article describes a pilot study following on from a curriculum development activity with teachers and children in primary school classrooms, using a framework for group discussion developed by Huthwaite International. The Centre for Science Education at Sheffield Hallam University and Huthwaite International worked with teachers from three schools to explore the hypothesis that verbal behaviour analysis (VBA) techniques could enhance children’s talk within group discussion in science lessons. Questionnnaire responses from children are highlighted and teachers’ perceptions of the value of the approach reviewed. The results indicate that teachers considered VBA a useful strategy to enhance classroom talk across the curriculum. Further study would be required to fully appreciate the effect of VBA on science learning.

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