School Science Review number 365
Number 365 - June 2017
|1||Contents and Editorial|
|7|| ‘Qualification reform; a two-way conversation’: follow-up to a presentation by Ofqual staff at the ASE Annual Conference 2017
Changes to A-level and GCSE examinations, reviewed in a presentation at the ASE Annual Conference in January 2017, are summarised and links to ongoing discussion provided
|9|| Some thoughts about words and numbers in science
Emphasising the importance of literacy and numeracy in the learning of science and in examinations.
|12|| Keeping a finger on the pulse: assessment and tracking
Manageable ways of assessing and tracking student progress in understanding and learning science.
|15|| More content and more depth: coping with new GCSEs
Considerations of how to manage the learning of more facts and being able to link them together, which can include students studying information in advance of lessons on a new topic.
|20|| Biology practicals that work: SAPS drop-in sessions at the ASE Annual Conference 2017
Suggestions for plant biology practical work developed by ‘Science And Plants for Schools’ (SAPS) being tried by groups of teachers as a practice for individual or group work in class.
|25|| Caught ya! A school-based practical activity to evaluate the capture–mark–release–recapture method
An activity for evaluating methods of estimating population size of animals in the wild.
|31|| PISA 2015: findings and some implications for UK science education
Consideration of what can (and cannot) be inferred from assessment of the progress of students in many countries using the same tests.
|41|| The Big Build
Opportunities to learn about science, technology and engineering (and develop confidence about transition) at events held in a secondary school for pupils from local primary schools.
|47|| Optimal learning in schools – theoretical evidence: Part 4 Metacognition
The fourth article in a four-part series aligns some top outcomes from the Sutton Trust– Education Endowment Foundation (EEF) Toolkit and John Hattie’s meta-analysis on evidence-based classroom practice, with outcomes from cognitive psychology and neuroscience, to optimise learning.
|57||Theme editorial: Epistemic insight: teaching and learning about the nature of science in real-world and multidisciplinary arenas|
|59|| Teaching and learning about epistemic insight
Epistemic insight is a research and education initiative that is seeking to establish effective ways to help school students to appreciate the power and limitations of science.
|65|| Changing science education to meet the demands of a changing society
Considering societal demands for science education over the last 50 years and how the curriculum has responded suggests what is needed to meet today’s demands.
|71|| Understanding how science works: the nature of science as the foundation for science teaching and learning
The nature of science should be taught explicitly by knowledgeable teachers, and integrated with content across the curriculum.
|77|| Teaching about nature of science in secondary education: a view from multicultural classrooms
A study of science lessons in two schools shows how teachers incorporate nature of science, implicitly and explicitly, through various examples, approaches and topics.
|85|| The relevance of science in a ‘black box’ technological world
Teaching a tighter form of scientific literacy before the age of 14 would allow pupils to specialise sooner, and this would better meet the challenges of the technological world.
|91|| Models, matter and truth in doing and learning science
Both school pupils and professional scientists use models to explain and reason about the world.
|99|| Bella’s beetle: approaching bioscience practice from its silent kinaesthetic and affective side
This story about Bella and her beetle explores the path of making scientific knowledge.
|109|| Variation in graphing practices between mathematics and science: implications for science teaching
Appreciating how and why graphs are used differently in mathematics and science leads to improved understanding of the issues faced by students in applying graphing skills in science.
|116|| Real science, real classrooms
The Institute for Research in Schools (IRIS) makes cutting-edge research projects open to students and their teachers so that they can experience the excitement and challenge of science.
|118|| Building ‘science capital’ in the classroom
An introduction to the concept of ‘science capital’ and its implementation in science teaching practice.
• The Geek Guide to Life – Science’s Solutions to Life’s Little Problems Colin Stuart and Mun-Keat Looi
|130|| Science websearch
|133||Index to Volume 98|
|136||SSR special issues and advertisers index|