The Association for Science Education


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Primary Science Focus: Supporting change: The Brenda Keogh Award in action

Issue: May 2017 268

Author: Lesley Hunter

Extract: By the time you read this article, applications will have been received for this year’s Brenda Keogh Award and members of the Primary Science Committee will be ploughing their way through them, sifting, deliberating, debating and sighing as they go, in an attempt to find two worthy winners. In some ways, it is disheartening to read the applications and discover how starved of support for science some of our schools are and how isolated our subject leaders feel.

Research Focus: Action Research in the classroom 4: Teachers reflecting on their research

Issue: May 2017 268

Author: Shirley Simon and Jo Nicholl

Extract: In this fourth article, we want to highlight the importance of teachers’ reflections and dissemination of Action Research projects once they are concluded, through reporting on AR initiatives undertaken in recent years in London schools.

Contents and Editorial

Issue: February 2017 267

Author: Editor: Shaun Reason, ASE Chief Executive

Extract: Welcome to this special issue of Education in Science, which focuses on our 2017 Annual Conference held at the University of Reading in early January. The weather was certainly kind to us and, for those who were able to attend, we were treated to a fantastic range of inspiring workshops, talks and presentations.

ASE Northern Area Conference 2016

Issue: February 2017 267

Extract: The 2016 Northern Area Conference, run by ASE Yorkshire and Humberside Region, was a huge success! New venue, new theme, exciting sessions, silky smooth organisation and bigger attendance than ever. The event encapsulated many of the good things that ASE is about:

Annual Conference 2017 special issue

Issue: February 2017 267

Author: Editor: Susie Burr, ASE Annual Conference Secretary

Extract: Thanks to the ASE community who helped in a variety of ways with the Conference, by organising sessions, putting together individual programmes, presenting, chairing and helping with the smooth running of the four days. This special issues gives you an overview of some the the take home lessons from the largest science education event in Europe. Including: - top tweets - lessons from our international day - what schools shared in the schools' exhibition - beyond the frontier – expert lectures - practical sessions - snapshot of the exhibition - and lots more highlights!

Exploring the wonders of a botanical world

Issue: February 2017 267

Author: Rachel Simpson

Extract: A visit to Durham University’s Botanic Garden inspired a group of future science subject leaders to develop the use of educational visits when planning science topics in primary education. It raised an important question: When is the best time for a field trip in a sequence of lessons?

Transport for London: driving careers as well as trains

Issue: February 2017 267

Author: Ewan Henniker-Smith

Extract: Education and transport often go hand in hand. From teaching children to cross the road safely to learning how to drive, it’s important to combine the two. Now there is a new challenge for both educators and the transport industry to tackle.

Walton High School programme at ZSL Whipsnade Zoo

Issue: February 2017 267

Extract: ZSL Whipsnade Zoo’s Discovery & Learning Department worked in collaboration with Walton High School to deliver a six-week programme aimed at increasing students’ awareness of science careers and how science informs decisions in the Zoo.

Inspirational technology and programming education for secondary state schools

Issue: February 2017 267

Author: Kenneth Hodge

Extract: Kenneth Hodge was one of a group of 10 Scottish science teachers who were the first to benefit from a new pilot Continuing Professional Development (CPD) programme, designed to enhance technology and programming education for secondary state school teachers and students.

Total recall: how simple memory training can help science education

Issue: February 2017 267

Author: Jonathan Hancock

Extract: When it comes to achieving their potential in science, understanding what they’ve learned in class is just half of the battle children face. Comprehension is crucial, but so is being able to remember the scientific information they’ve learned, committing knowledge to their long-term memory so they can demonstrate their true mastery of the subject under the pressure of assessments and tests.

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