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School Science Review

Editor: Geoff Auty

School Science Review (SSR) is a highly regarded periodical, sent to all 11-19 members of ASE on a quarterly basis. It is also sent to university libraries and education centres and is read worldwide. Contributions may be requested or unsolicited and come from a wide range of people with an interest in science education for ages 11-19, including teachers, academics and scientists.  All contributions are peer reviewed.

SSR is an important source for professional and curriculum development. Reading SSR is a form of ASE activism and members can communicate professional ideas by being either authors or readers. SSR aims to:

  • Inform readers of innovations and developments in science education
  • Develop readers’ knowledge of and practice in science education
  • Provide useful and innovative practical ideas for teaching science in secondary schools
  • Disseminate research and scholarship relevant to readers’ subject and pedagogic knowledge in and about science education

As well as major articles and Science Notes, SSR also contains comprehensive reviews of major published books and schemes, along with app and website reviews. There is an annual index (author, subject and title) published in every June issue.

Published: March / June / September / December
ISSN: 0036–6811 

Some SSR articles are open-access - this is indicated by the links that appear without the padlock icon. If you would like to access the full archive, join as a member online.

    School Science Review - 367School Science Review - 367

    The theme for this issue is Epistemic Insight. This focuses on the nature of knowledge - and what it means to be clued up and wise about how knowledge works. Increasingly the kinds of questions that matter to individuals and society are ones that come from the frontiers of science and engineering such as 'can a robot have a conscience?'. These questions are not straightforward to place in an educational sense, because they bridge science and the humanities. In this issue, guest editors Berry Billingsley and Mark Hardman invite us to read a range of perspectives on what this can and does mean for the science teacher and classroom.


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