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Assessing experimental science in 11-18 education...

Issue: September 2017 269

Author: Christine Harrison

Extract: 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.

The role of the practical in 9:1 GCSE – A teacher’s perspective

Issue: September 2017 269

Author: Sarah Longshaw

Extract: 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).

Science resources need a funding boost too

Issue: September 2017 269

Author: Cleo Fatoorehchi

Extract: 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.

Moving forward in science education:...

Issue: September 2017 269

Author: Roger McCune

Extract: A report on the 2017 ASE Northern Ireland Conference.

Update from schoolscience.co.uk

Issue: September 2017 269

International News: Update from the committee and the Alexandra Prize

Issue: September 2017 269

Author: Mary Whitehouse

Research Focus: Bringing inquiry into the classroom: Teacher perspectives and experiences

Issue: September 2017 269

Author: Catarina Correia

Extract: 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).

11-19 Committee - What's in it for you?

Issue: September 2017 269

Author: Helen Harden, Chair of 11-19 Committee

Extract: 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.

Primary Science Focus: Untangle the Web

Issue: September 2017 269

Author: Lesley Hunter

Extract: 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.

Safety Matters: Resources for practical work on the Internet

Issue: September 2017 269

Author: ASE Health & Safety Specialist Group

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