What did you miss at ASE Annual Conference 2013?

Forgot to take notes or did you miss a session? We have summaries available and more to download in our highlights from ASE Annual Conference 2013, Universtiy of Reading, 2 - 5 January.

ASE Annual Conference 2013 Gallery

ASE Annual Conference 2013 - Special Event Review

Special Event 02 OCR talks policy and review

Professor Michael Reiss, with typical erudite flair, took us on a journey through some of his recent thinking – far from the concerns of the impending GCSE “beauty parade” as he put it, or the impending National Curriculum debacle. Instead we were invited to consider the work of John Hattie, who has combined meta-analyses of educational research to form conclusions about what really works in teaching. We also considered Tim Oates – and Galileo - along the way. The most intriguing idea for me was that of “outsider science” – an analogy to “outsider art” or art produced by the untrained. Examples of outsider science would be creationism, climate change denial, alien abduction, astrology and conspiracy theories. It is great fun to think of the outsider scientists as a naïve group, unconstrained by years of training, producing quirky and intriguing theories with no conventional scientific basis. In my experience their choice of ink colour tends toward the green section of the visible spectrum.

There is so much going on at the ASE Annual Conference that the Chair and the Leadership team have to meet each morning to make sure that we have a representative at each of the major talks. It is never a short straw experience to be assigned to Michael’s talks. This was a thoroughly enjoyable and thought –provoking session.

(Synopsis by Annette Smith, ASE Chief Executive)

Special Event 03 A moment of magic

Dr Ray and Rosemary Plevey’s pure chemistry had the audience ooooing and aaaahhing for the best part of the session. Starting with some magical patriotic colour changes in hour of the Jubilee celebrations and encouraging audience participation when the colours in a flask changed from blue/pink to colourless. They moved on to physical changes using liquid nitrogen and demonstrated what happens to balloons, rubber tubing, daffodils and egg. The story narrative continued using the story of Rapundsel in the tower with lowering her hair down linked to the production of nylon rope from the interface of two chemicals. They even turned water into wine both red and white! Next rates of reaction and variables were demonstrated in a fiery session where water started a fire and burning chemicals with different colour flames was particularly effectively demonstrated as the lecture theatre lights were dimmed. The session ended with a bang in true chemistry explosive style.

(Synopsis by Lynne Horton, ASE Past Chair 2011-2012)

Special Event 05 Role of education research in developing next generation of chemists

Professor Tina Overton provided a fascinating insight into research findings surrounding problem solving within the undergraduate chemistry course at Hull. In particular, research has identified that the ‘softer’ skills of experimental planning, group work and presentation skills were not perceived by students to be well developed by their undergraduate courses but were highly valued by employers. Similarly, certain specific areas of knowledge such as reaction kinetics and thermodynamics were felt to be well covered in the course but much less useful within a work environment. Research has also identified a continuum of problem solving activities from the highly structured, closed outcome (algorithmic) problems through to open ended problem with multiple possible solutions. Surprisingly perhaps, there is no correlation between the ability of students to solve complex and multistage open ended problems and their degree class. This all begs the question of whether a degree assesses the right skills for students and their prospective employers or research establishments.

This was the Royal Society of Chemical Education Research Group Lecture.

(Synopsis by Pete Robinson, ASE Chair Elect 2013-2014)

Special Event 07 ASE Science Education Policy lecture on the role of science education in equipping young people for the economy and labour market of the future

We were delighted to have Kevin Brennan MP with us at the Conference. Kevin is MP for Cardiff West and the Shadow Minister for Schools. Unusually for a Schools Minister, Kevin has actually been a teacher and brought an interesting perspective to the Conference. He referred to ASE’s 50^th Anniversary as he invoked the bitter winter of 1963 and the various cultural highlights of that year. Naturally, for an opposition MP he highlighted the achievements of the past Labour government and the shortcomings of the current incumbents, but he spoke well and knowledgeably about the issues that concern us all and the good and important current science education programmes and projects.

It was encouraging to note that there was a note of realism about the proposed policies of the opposition. Kevin was careful to stress that a Labour government would not sweep away the current changes but would consider the landscape when taking power. He mooted the idea of an “Office for Educational Improvement” which sounded to me a little like QCDA, and a possible resurrection of the quango and he also suggested that all taxpayer-funded schools should teach the National Curriculum. Watching this space seems to me to be the thing to do. We were very pleased that Kevin was able to stop off in Reading on his way from Cardiff to London.

(Synopsis by Annette Smith, ASE Chief Executive)

Special Event 08 Survivors: Animals and plants that time has left behind

Professor Richard Fortey gave us a potted history of how the continents have changed from the supercontinents of Pangaea and Gondwanaland to their current positions and how this might have provided the conditions required for certain animal and plant species to have become ‘living fossils’ . By a series of remarkable coincidences, certain habitats have remained virtually unchanged for up to 300 million years and this has allowed certain species to have endured. Plant types include liverworts, the ginkgo and the Wollemi pine and animals such as the crocodile, coelacanth, nautilus cockroach and echidna. The main things in common with these plants and animals are that they are all hard to kill or adaptable, have a long lifespan and live within an enduring habitat. This raises an interesting question about the likely longevity (or otherwise) of the human race.

(Synopsis by Pete Robinson, ASE Chair Elect 2013-2014)

Special Event 10 Talking science education: What role should the curriculum play in science education?

Kate Bellingham chaired the 3rd Annual 'Talking Science Education Debate' took place on Thursday 3 January at the ASE Conference in Reading with four panellists. Writer and education consultant Anne Fullick asked 'what is the difference between the curriculum, what you teach, and what your students learn?' and also raised the question of how contemporary can - and should - a curriculum be. Pauline Hoyle, Associate Director of Myscience, asked about the role of technology in teaching, and the importance of CPD. Primary teacher and science co-ordinator, Robin James sparked discussion when he asked if primary science teaching should be the preserve of science specialists, and Dylan William, Emeritus Professor of the Institute of Education talked about the role of maths and practical work.

Eleven tables of delegates were invited to discuss the topics introduced by the panellists, many of which, not surprisingly, raised further questions - 'What is the point of a curriculum? Well, first we need to ask what is the point of science education, who are we teaching and why' and 'When does a curriculum become over prescriptive? Doesn't that depend also on assessment methods?' And while there was general agreement on certain issues ('You can't expect primary teachers to explain physics concepts that even secondary science specialists find tough to teach', and 'the curriculum should not be left to politicians'), a wide range of views were also expressed ('There should be less practical work, replaced by traditional demonstrations as much more can be learned from them' while 'HE wants independent learners with lab skills, who can express themselves by writing essays'. 'Science should feel relevant to students lives, it should give cultural context and personal empowerment' however 'we need to teach models, and how science works, as we cannot predict what specific scientific knowledge they will need in their future'.) One area where there was agreement was that we cannot keep still in teaching and learning, and we cannot ignore the fact that the internet is transforming access to scientific information.

The clearest learning outcome was that 90 minutes is too short to put the world of the science curriculum to rights.

(Synopsis by Kate Bellignham, who chaired this special event)

Special Event 20 ASE Presidential Address: Science for citizenship, culture and cosmic exploration

Professor Martin Rees, Lord Rees of Ludlow, eminent astrophysicist is among several leading figures welcomed to the Association for Science Education’s Annual Conference at the University of Reading, 2-5^th January 2013. Professor Rees began his year as the new President of the ASE and spoke about why science education is crucially important beyond the job market. In his address he stated, “Science education isn’t just for future scientists. There’s a second reason why it’s important. Today’s young people, all of them, live in a world, ever more dependent on technology, and ever more vulnerable to its failures or misdirection. To be at ease in this fast-changing world, and to be effective citizens, they need at least some 'feel' for science.”

(Synopsis is an except from an ASE Press release. Full transcript available to download)

Special Event 28 Always Look on the Bright Side of Life

Anne Goldsworthy's keynote contained the mix of humour, singing and piercing insight that we have come to expect from her. It was a fitting conclusion to the conference itself and her conference presenting career. Ranging from the new curriculum to children's classroom responses Anne reminded us that there is much to celebrate in primary science and much that is too precious to lose. The mental maths calculation of how many teacher days it takes to change a national curriculum was particularly pertinent and using carefully selected examples from real classrooms Anne also emphasised the importance of classroom interactions and engaging fully with children's own ideas. We saw evidence of children investigating their own questions, problem solving, thinking creatively about how digestion works, how elastic stretches and how forces can be used to change the shape of an object and explaining why we see lightning before we hear thunder. In a fitting postscript Brenda Keogh gave a heartfelt appreciation of Anne's contribution to primary science education and, in recognition of the number of teachers whose practice she has influenced, presented her with the platinum post-it note award.

(This was the ASE Primary Science Plenary keynote lecture. Synopsis by Lis Lawrence, ASE Chair 2012-2013)

Special Event 29 Building the scaffolding for 21st science literacy

Karen Ostlund, president of NSTA presented a talk and a workshop on how to ‘Build the Scaffolding for 21^st century science literacy’. Using the contexts of diffusion of dyes from sweets and making kaleidoscopes, she introduced a systematic process for developing inquiry which moves children towards independence and increasing ownership of the investigation. This approach is linked to the next generation science standards, due this month, and the Framework for K-12 Science education which can be accessed via the NSTA website www.nsta.org/ . It weaves together the key elements of Science and Engineering Practices, Disciplinary Core Ideas and Crosscutting Concepts. Karen took us through an iterative process of explore – directed inquiry – guided inquiry – connected inquiry and full (independent) inquiry. In each case we predicted, analysed and interpreted (by coming up with 3 true statements about what happened), constructed explanations, engaged in argument and asked questions which led to the next stage. The sessions were interactive and, in one case, practical and provided an interesting comparison of how inquiry and STEM are addressed elsewhere in the world.

(Synopsis by Lis Lawrence, ASE Chair 2012-2013)

Talk 67 Ofsted update for school improvement professionals

Brian Cartwright HMI gave an interesting talk on the latest Ofsted framework. He mentioned the latest science report which is currently nearing completion and due to be published this summer term. Ofsted as with many organisations has undergone a recent restructure into 8 regions and each region will have a director, the new region for the North East will include Yorkshire and Humber. As there are between 8000 and 9000 grade 3 schools across all phases you will no doubt have realised they have been first in line for the new framework inspections as we all know the mantra that only good enough is now acceptable. Each of these schools is to be visited by an HMI. We can support our schools for example by ensuring they are tracking all students using APS and can readily identify how well vulnerable groups are doing and if the gaps between them and all other students are narrowing over time. Ofsted are due to send a letter to all schools in the next couple of weeks listing what they should have to ready for an inspection as the short notice is causing some issues. Brian has promise to share a copy with NAIGS/ASE members again to help us to support our schools. Ofsted may ask about the use and impact of the pupil premium in science so please ask your science subject leaders and coordinators the same question. They may also ask about the impact of differentiation strategies particularly for the more able students, this can be seen on many of the Ofsted reports for last term as a reason that schools are not yet good or outstanding. One key issue was to reinforce that Ofsted are judging teaching and not teachers, they will observe lessons and scrutinise work, use data, and speak to teachers and students in order to make the judgement on the quality of teaching. They will not tot up the grades from all observed lessons and they will not expect any particular lesson style or structure when they are observing lessons. He reinforced the fact that primary science is a core subject and must be taught but is not classes as a key subject and that at key stage 4 the offer of triple science for level 6 students is not statutory but that schools that only offer the Btech will be failing to deliver an appropriate curriculum provision as this will limit post 16 progression for some students. The final part of the session focussed on effective teaching and listed strengths and areas for development for both primary and secondary science teachers these are listed on the presentation. Thanks as always to Brian for supporting the NAIGS day at ASE conference.

(Synopsis by Lynne Horton, ASE Past Chair 2011-2012)