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Teaching critical thinking? New directions in science education

Issue: March 2014 352

Author: Jonathan Osborne

Extract: Opportunities to engage in critique, argumentation and questioning not only help build students’ understanding of science but also develop their ability to reason scientifically.

The contribution of practical work to the science curriculum

Issue: March 2014 352

Author: Richard Needham

Extract: Good practical work is intrinsic to good science teaching, but which practical work is good, and what can be done to make it better?

Developing confidence in practical science activities in novice teachers: policy, practice and the implementation gap

Issue: March 2014 352

Author: Bernadette Youens, Jules Gordon and Len Newton

Extract: We examine the confidence beginning teachers have in their practical skills and what impact this has on a broad and creative approach to practical work in science lessons in secondary schools.

Connecting science with mathematics: thinking outside the toolbox

Issue: March 2014 352

Author: Geoff Wake and Len Newton

Extract: Exploring how we might take a new approach to connecting science learning with mathematics with reference to the outcomes of a number of European projects involving an inquiry-based learning approach.

An evidence-based approach to introductory chemistry

Issue: March 2014 352

Author: Philip Johnson

Extract: Why a fundamental redesign of the introductory chemistry curriculum is needed.

Using a backward design approach to embed assessment in teaching

Issue: March 2014 352

Author: Mary Whitehouse

Extract: Thinking first about the questions and tasks that will provide evidence of learning during a lesson helps focus the teaching on the intended learning outcomes.

An issues- and concepts-based curriculum: teaching about climate change

Issue: March 2014 352

Author: Keith Ross

Extract: Climate change – a vehicle for teaching scientific ideas or a rationale for teaching science at secondary level? The National Curriculum topics are converted into a teaching sequence.

‘I like science but it’s not for me’: the need to improve STEM careers education

Issue: March 2014 352

Author: Louise Archer and Anthony Tomei

Extract: The evidence that integrating awareness of STEM careers into mainstream science teaching can help students’ engagement and understanding justifies exploring the idea, initially on a pilot basis.

Helping young people engage with scientists

Issue: March 2014 352

Author: Maggie Leggett and Kathy Sykes

Extract: Why engage with scientists? We explore the value and inspiration this can bring to young people, scientists and teachers, along with the risks, highlighting how teachers can increase and improve interactions.

Teachers’ experiences of science curriculum reform

Issue: March 2014 352

Author: Jim Ryder, Indira Banner and Matt Homer

Extract: A three-year study reveals the wide range of factors that impact on teachers’ experiences of curriculum reform and considers the implications for future science curriculum reforms.

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