Education in Science number 269
Number 269 - September 2017
In classrooms all over the country, teachers and students will have begun the year with optimism – ‘hopes and dreams’. However, in today's educational environment in schools and colleges, hope seems almost fragile and under siege from so many external, as well as internal, factors. Yet how do we teach or learn without hope? ASE will continue to focus on the importance of high quality science teaching and learning, including high quality practical work.
|5|| ASE In Action
- Obituary Sharon Rolland 1962–2017
|6|| Chair of the Association 2017/18
It seems like only two minutes since I had the seed planted about being nominated for the role of Chair; now that it’s actually here, I know I’m going to have to work swiftly as it will be over in a twinkle of the eye.
|8|| Technicians and teachers – a crucial relationship in the delivery of school science
The relationship between school science technicians and teachers is crucial to the delivery of high quality science in our schools. The planning and delivery of practical lessons is a team effort, with teachers and technicians working closely together. As ‘practical lessons and learning outside the classroom are essential contributors to a good science education’ (House of Commons, 2010/12), this working relationship has to be productive and successful to achieve the best possible education for our pupils.
|10||The technician crisis: What science teachers need to know
ASE members have been raising concerns that the hours and numbers of science technicians are decreasing. In response to this, the ASE 11-19 Committee carried out a survey, in consultation with the ASE Technicians Committee, to assess the situation. Now the results of the survey are in, it reveals an alarming situation. This article presents the key results from the survey, the implications and what you can do as a science teacher to reverse this trend.
|13|| Assessing experimental science in 11-18 education...
A conference on this issue run by the Royal Society and supported by the Gatsby Charitable Foundation, held on 12th October 2016, was set up specially to try and refocus the science and assessment communities on the possibilities there might be in the future to assess experimental science in a way that more closely matches the opportunities that science learning could offer in today’s classrooms.
|16|| The role of the practical in 9:1 GCSE – A teacher’s perspective
The abolition of controlled assessment from GCSE science has led to much discussion around the role of practical work and how it will be assessed. Science is, after all, a practical subject. The practical is one of the things that most excites a new Year 7 (age 12) cohort eager to experience the Bunsen burner, and I always feel a responsibility to the scientific community to produce scientists who are capable of carrying out experiments safely and competently (maybe because of my experiences of working in a lab).
|18|| Science resources need a funding boost too
As expenditure on school resources is now at its lowest point since the Great Recession, school science equipment in particular is under-funded. This means schools are struggling to provide children with the scientific education the national curriculum recommends.
|19|| Moving forward in science education:...
A report on the 2017 ASE Northern Ireland Conference.
|20||Update from schoolscience.co.uk|
|24||International News: Update from the committee and the Alexandra Prize|
|24|| Research Focus: Bringing inquiry into the classroom: Teacher perspectives and experiences
Inquiry pedagogy is characterised by students’ involvement in questioning, reasoning, observing, conjecturing, data gathering and interpreting, investigative practical work and collaborative discussions, and working with problems from and applicable to real life contexts (Anderson, 2002). Inquiry has been advocated as an effective strategy to increase students’ and teachers’ interest and motivation in learning science and about the nature of science (Minner et al, 2010).
|26|| 11-19 Committee - What's in it for you?
One focus of the work of the ASE 11-19 Committee this year has been considering how ASE can support teachers facing curriculum change and challenge, across all UK nations, and including the new 9-1 GCSEs in England.
|27|| Primary Science Focus: Untangle the Web
Many years ago...no, make that many, many years ago...if I wanted a piece of information, I would go to my trusty set of encyclopaedia. There they sat in their red leather-backed glory, taking up 75cm of space in my already full bookcase and, within a minute, I usually had my answer... and then got waylaid by perusing the other interesting but unconnected facts on the page. Archaic? Yes, but it worked.
|30||Safety Matters: Resources for practical work on the Internet|
|32|| ASE Evaluations: What resources do you buy?
- Twycross Zoo education programme
|34|| In your view: Uncertainty link to poor behaviour in science lessons and possible solutions
It is widespread practice to ‘meet and greet’ students at the door and have a self-explanatory ‘in and on’ activity displayed on the board. The intention is that students settle quickly and are immediately engaged with their learning. I have noticed that, during the meet and greet, across these several schools and a variety of ability groups, the common question ‘Are we doing a practical today?’ is asked, often from numerous students entering the same lesson.