Issue 127 | Page 3 | Published Mar 2013
It is hard to open a newspaper or listen to a news report without hearing about the latest scientific research. Scientific literacy is now essential to be able to decipher the advice we are bombarded with – about what we should eat or not eat, why we should recycle or conserve energy, how long we are likely to live or how we should live, and the list goes on. But was it always like this?
More from this issue
Shifting the focus from words to concepts - does it work? Jon James shares the findings of a project with three primary schools.
Emily Clark, Laura Hornsby, Abigail Howard and Kathryn Pople share what they learnt from a recent teaching practice experience.
Trainee teacher Heidi Snook explores how using a child-centred approach to learning and a familiar context can help develop understanding