As a teacher trainer, the ASE is THE way to keep on top of all that is new and exciting in science education and membership is an essential prerequisite of being fit for the initial teacher education role; you even get to know about issues before they become current in schools. Publications like STE, EiS and SSR are important channels of information, ideas and initiatives critical to the role that I fill.
- Roger Lock
ASE journals are a free benefit of membership and are written by some of the most exciting and experienced science educators in the UK and beyond. They also represent a forum through which members who are not necessarily experienced writers can air their views and share their ideas. ASE journals are designed to keep you up-to-date with what’s happening in science teaching, from new developments in classroom practice to how you can explore ‘hot topics’ with your students.
Can't get enough of EiS? Readers of the ASE's in-house magazine can access additional material in between issues with the online-only EiSXtra.
- ASE International Journal - 1
ASE International is a new online publication for international members of the Association for Science Education (ASE). The first edition features articles on citizen science, using concept cartoons and having a school 'Bee Day' to explore life cycles and environmental issues. (The first issue is open-access).
- Education in Science - 270
Education in Science (EiS) is ASE's quarterly house magazine with additional material online in EiSXtra. This November issue leads with an article from Professor Sir John Holman who elaborates on his recent 'Good Practical Science' report for the Gatsby Foundation. Also in this edition there is more information about the 2018 ASE Annual Conference at Liverpool University, as well as an announcement about the shortlisted entries for the 2017/18 ASE Science Book of the Year Award...and much more!
- Journal of Emergent Science - 13
Summer 2017(Open Access Journal) The feature articles in this issue explore the provision for scientific enquiry in primary schools, teachers’ perceptions of inquiry-based education and the implications for gender equality and how natural inquiry leads children to formulate their own ideas and explanations e.g. when asked "What's inside a crab".
- Primary Science - 150
Lego® has provided the building blocks of many children’s early years. Since the 1930s children have been making houses, zoos, boats, space rockets and whatever else their imaginations let them form. These little blocks of plastic have however evolved: it seems that children no longer have a carrier bag full of the multi-coloured bricks but rather have specific kits to build a Millennium Falcon, the Guggenheim Museum or a Batgirl Secret Bunker. These are very impressive end-products indeed, but there is a little part of me that is saddened by the lack of creation by little hands of structures reflecting some of the fantasy, imagination and visualisation of their amazingly open minds.
- School Science Review - 367
The theme for this issue is Epistemic Insight. This focuses on the nature of knowledge - and what it means to be clued up and wise about how knowledge works. Increasingly the kinds of questions that matter to individuals and society are ones that come from the frontiers of science and engineering such as 'can a robot have a conscience?'. These questions are not straightforward to place in an educational sense, because they bridge science and the humanities. In this issue, guest editors Berry Billingsley and Mark Hardman invite us to read a range of perspectives on what this can and does mean for the science teacher and classroom.
- Science Leaders' Survival Guide - 2015
This edited and reviewed resource, written by fellow professionals, is the full 2015 edition of the Science Leaders' Survival Guide which includes 10 new topics.
- Science Teacher Education - 80
This issue sees the second part of the series reporting on science teacher education across the British Isles. Two ASE Futures Group conferences are reported on, and the issue also features a book review on research into practice for primary teachers. Finally, a report from the Imperial College INSPIRE programme highlights critical writing and using literature in assignments.