The Association for Science Education

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The philosophy and structure of the curriculum in university technical colleges

Issue: March 2014 352

Author: Sir Mike Tomlinson

Extract: University technical colleges (UTCs) are a new type of school for 14- to 18-year-olds, offering rigorous technical education delivered in partnership with employers and higher education, and underpinned by a broad general education.

What should be in the biology curriculum?

Issue: March 2014 352

Author: Ottoline Leyser

Extract: The biology curriculum should focus less on current understanding and more on how we arrived at it.

Thinking like a physicist: design criteria for a physics curriculum

Issue: March 2014 352

Author: Peter Main

Extract: The idea of a physics curriculum defined by content is challenged in favour of a curriculum based on the skills and ways of thinking that define what it is to be a physicist.

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.

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