The Association for Science Education


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Issue: March 2014 352

Theme Editorial: Perspectives on the science curriculum - Andrew Hunt

Issue: March 2014 352

What place does science have in an aims-based curriculum?

Issue: March 2014 352

Author: Michael J. Reiss

Extract: School science should contribute to human flourishing.

Designing a science curriculum fit for purpose

Issue: March 2014 352

Author: Robin Millar

Extract: To meet the varied needs of students, the science curriculum needs to address both the things that make us different and the things that we need to hold in common.

Progress in science education? The revised National Curriculum for 2014

Issue: March 2014 352

Author: Tim Oates

Extract: Implications for the new National Curriculum for England of an approach to curriculum change that aims to cover fewer things in greater depth, while focusing on concepts, principles, fundamental operations and core knowledge.

The ‘Curriculum for Excellence’: a major change for Scottish science education

Issue: March 2014 352

Author: Sally Brown

Extract: This article introduces the Scottish ‘Curriculum for Excellence’, with associated new National Qualifications for young people aged 3–18 years; the innovative characteristics of the reforms and the challenges they face are discussed.

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.

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