The Association for Science Education

School Science Review issues released in 2017

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.

School Science Review - 366School Science Review - 366

Theme: Public understanding of science
September 2017 (Issue 366) This issue pulls together articles focusing on Public understanding of science. Covering everything from fake science, popular science to how to teach students complex concepts.

School Science Review - 365School Science Review - 365

June 2017 (Issue 365) This issue pulls together articles focusing on two very different themes "Teaching and learning about epistemic insight" and the "New GCSEs". Covering everything from qualification reform to how students describe science and scientists.

School Science Review - 364School Science Review - 364

March 2017 (Issue 364) This issue features lots of shared learning from educational contributors and ideas to try in our ‘science notes’ section including a 137-second plant hunt and two simple methods to enrich teaching on genetics. Other articles look at how to use test data to identify students’ misconceptions in science, how to help students to understand the different between physical and chemical changes with the ‘REACT’ (relating, experiencing, applying, cooperating and transferring) strategy and using papers cups to study heat transfer. This issue also presents the second and third instalment of a four part series on optimal learning in schools.