This article summarises teachers' views on their knowledge of Darwin and his work, issues they raised regarding teaching Darwin-related activi
Gravity is an intangible abstract force when considered theoretically and yet we are affected by it constantly.
Michael Hal Sosabowski
Science teachers may currently find questions about creationism and intelligent design being raised in science lessons.
Teaching Mendelian genetics with a virtual Drosophila laboratory
Kaye and Laby provides tables of data, formulae, graphs and charts covering a wide range of science and engineering topics.
National Physical Laboratory
Using corrugated boards to introduce the concept of'turning effect of forces' to less academically inclined students
The Nuffield Curriculum Centre and the Biosciences Federation in association with CLEAPSS, provide inspiration and guidance for practical biology.
The textbooks used to teach GCE A-level biology 30 years ago tended to concentrate on traditional zoology and botany, with just a passing reference
Paul A. Rees
Charles Darwin supposed that evolution involved a process of gradual change, generated randomly, with the selection and retention over many generat
As a large number of issues in contemporary biology are controversial, science teachers in so-called 'faith' schools need to know what th
Questions around technology and the right to access it are explored in these resources for students aged 9-19.