School Science Review number 347
Number 347 - December 2012
|9||Science notes - Substitution and elimination in halogenoalkanes|
|11||Science notes - Smartphones, time-lapse and responsible use in the school laboratory|
|13||Science notes - Teaching potential difference using a track lighting model|
|15||Science notes - Using the Science Museum’s ‘Mystery Boxes’ as a model for science and ‘How science works’|
|17||Science notes - Helpdesk|
|19||Science notes - Marketing and extending your STEM club|
|25|| Earth Science Education Unit workshops: an evaluation of their impact
The ESEU has provided professional development workshops free of charge to teachers and trainee teachers across the UK for more than 12 years, with demonstrable research-based success.
|37|| Using the internet to educate the world: the Earthlearningidea website
An Earth science activity is posted on a website every 2 weeks for free downloading and use in classrooms in the UK and across the world.
|45|| Common Earth science misconceptions in science teaching
Research has revealed that the most commonly held errors and oversimplifications in Earth science teaching are in the ‘sedimentary processes’ and ‘plate tectonics’ areas; the misconceptions identified are addressed in this article.
|53|| Volcanoes, molten magma, … and a nice cup of tea!
Misconceptions about the origins of the magma at plate boundaries and mid-plate volcanic ‘hot spots’ are explored, together with some suggestions for practical classroom simulations to help students visualise the complex processes involved.
|59|| The evolution of the atmosphere: the story and the evidence
The evolution of the atmosphere is an important aspect of the whole evolution of our planet; this article traces the story of atmospheric evolution, a story that is itself evolving!
|69|| The Earth Physics workshops offered by the Earth Science Education Unit
Earth science is under-represented in the school curriculum; the ESEU suggests that students’ experience can be enhanced by including real-life Earth science applications in mainstream physics teaching.
|75|| Why reinvent the wheel when Earth science resources are already available?
The problem of teachers wasting time developing resources when they have already been produced by others has been eased by two systems hosted on the Earth Science Teachers’ Association website.
|83|| Sub-Surf Rocks! An A-level resource developed through an industry– education collaboration
A successful collaboration between industry and teachers has used seismic data to produce a useful resource for non-specialists.
|87|| The ‘real deal’ of Earth science: why, where and how to include fieldwork in teaching
Fieldwork plays a fundamental role in Earth science and the way we understand how the Earth works, and authentic teaching of Earth science should include fieldwork as a key experience.
|101|| Inspiring a generation through the Jurassic Coast World Heritage Site
The Jurassic Coast World Heritage Site provides excellent opportunities for accessible outdoor education at all levels across the curriculum, enhanced by public awareness of the area during the Olympic sailing events.
|111|| Box Rock Circus: Earth science out of doors
A circle of stones built as an educational and recreational resource for a village and surrounding areas.
|119|| The challenge of developing innovative science teachers with ICT
To realise the potential learning benefits of activities with ICT tools requires understanding and skill; a recently completed European project has devised training materials to help teachers achieve these.
|129|| Leadership and modelling exemplary practice: a re-imagined role for the head of department
Science departments are more than convenient organisational units – they are also communities; an understanding of this dichotomy opens opportunities for heads to lead the professional learning of their departments.
|144||SSR special issues|