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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.

EiS Xtra

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 - 2ASE International Journal - 2

The second edition of this new online ASE journal, focusing on the needs of our members who work in a variety of contexts outside the UK, and available to ASE international members, includes a number of articles specially written for the journal as well as a range of articles from other ASE periodicals. We have a great example from The Netherlands of how practical work can engage students in good science; an account of challenging STEM activities in a Bangkok school; a piece about thinking like scientists in the early years; nature of science in multicultural secondary classrooms; and an article on using social media in primary science. Together with news and updates from our partners, this issue of ASE International promises to be just as engaging as the first!

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Education in Science - 272Education in Science - 272

This May 2018 issue of EiS includes a tribute to the work of Professor Stephen Hawking, along with two articles rooted in the outcomes of the 2018 ASE Annual Conference at Liverpool - one an early career teacher's view of the conference, and the other a roundup of sustainable development sessions. Also there are two linked articles looking at the same chemistry engagement initiative - one from a practitioner standpoint and one from a research perspective. We feature a report on the results of a survey of members' views on access to science-specific CPD. And plenty more!

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Journal of Emergent Science - 14Journal of Emergent Science - 14

In issue 14 of this open access journal, Pedreira and Márquez present an interesting paper examining a specific analysis of activities, Can I touch?, designed to promote scientific inquiry for 2-6 year olds. Continuing the theme of informal learning opportunities, Wenzel and Scheersoi critically reflect on the use of a ‘Discovery Cart’ to promote interest in children when exploring a wildlife park in Germany, and Ian Milne presents a reflective narrative about his experiences in his long career as a science educator. Amanda McCrory presents the second part of her paper, Scientific enquiry in primary schools, and Suzanne Gatt presents the outcomes of a small-scale research project undertaken in Malta, investigating whether or not inquiry can be effectively included in homework activities for science.

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Primary Science - 2018Primary Science - 2018

Welcome to this special issue of Primary Science, featuring the Teacher Assessment in Primary Science (TAPS) Project.The wealth of knowledge that underpins TAPS is, without exaggeration, phenomenal. The resources, which are constantly developing and growing, are accessible, usable and ultimately very useful. This special issue demonstrates quite clearly the difference that TAPS has made to the professional lives of a large number of teachers.

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School Science Review - 368School Science Review - 368

This March 2018 edition differs from the previous three editions last year in that there is no theme. The articles offered on an individual basis are extremely diverse in content and origin.
However, we do have three articles continuing the theme on epistemic insight, developed by Berry Billingsley and Mark Hardman, featured in issues 365 and 367. There are also a number of Science Notes and articles ranging from Can a Rabbit be a Scientist? to Assessing Practical Skills in Physics using Computer Simulations.

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Science Leaders' Survival Guide - 2015Science 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.

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Science Teacher Education - 82Science Teacher Education - 82

In this May 2018 issue of Science Teacher Education (STE), we continue the Ask the Researcher series with an interview with Professor Jim Ryer; we feature articles on drama in science and Science Cascade Days; we have a report from the biennial International History, Philosophy and Science Teaching group conference; and we also include a resource review of a book on the comparison of international science teacher preparation programmes.

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