The Association for Science Education

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The cat sat on the mat: changing minds, changing ideas

Issue: May 2013 128

Author: Mick Statham

Extract: In this second instalment of his two-part article, Mick Statham draws from coaching and research into children’s learning in science to present a model for building pupils’ scientific ideas quickly and effectively.

Reviews

Issue: May 2013 128

Extract: Reviews of latest primary science resources. Enhancing primary science: developing effective crosscurricular links Ed. Lois Kelly and Di Stead, Open University Press Create and display: science Rebecca Carnihan, Oxfordshire Scholastic Habitats and wildlife in danger Sarah Levete London: Wayland, 2012 ..and more!

Contents

Issue: March 2013 127

Focus on…

Issue: March 2013 127

Signing in science

Issue: March 2013 127

Author: Rachael Ashby

Extract: Rachael Ashby shows how sign language can help children get to grips with science.

Twitter – my best CPD ever!

Issue: March 2013 127

Author: Richard Needham

Extract: Twitter has come of age. If you want to know more about how to use it or what the point of this social network site is then Richard Needham has some tips for you.

Have words, will understand?

Issue: March 2013 127

Author: Jon James

Extract: Shifting the focus from words to concepts – does it work? Jon James shares the findings of a project with three primary schools.

Use of apps in science

Issue: March 2013 127

Author: Claire Rees

Extract: Claire Rees describes some of the apps that her school is using on their newly acquired tablet computers to enhance science.

Feeling the way

Issue: March 2013 127

Author: Mick Statham

Extract: In the first instalment of a two-part article, Mick Statham offers a model of how to ‘improve science learning in 30 minutes’, using an alternative perspective on a language-based kinaesthetic approach to teaching science.

Making learning stick

Issue: March 2013 127

Author: Gareth Metcalfe

Extract: Gareth Metcalfe looks at strategies for embedding scientific understanding to ensure that learning experiences are effectively translated into the long-term memory of all pupils.

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