Models of scientific understanding are examined, leading to the claim that knowledge acquisition is a necessary but insufficient condition for succ
NEW guidance on Outdoor Learning, Assessment and Senior Leadership.
ASE Education Group
ASE Research Committee
The oxygen sensor is a simple device that is able to demonstrate a practical use of electrochemical cells, it is inexpensive and safe to use in a s
Alan Haigh discusses why we need to teach children to think and how best to do it.
Championing research-informed teaching through exploration of the EEF Improving Secondary Science guidance and ways of implementing research into p
An article about research-informed practice focusing on preconceptions – children's naive ideas about science; through learning theory, teachers ca
In this article we report that prospective PGCE science students perceive creative lessons as incorporating three major characteristics: the need f
This article considers how working as part of a professional learning community can support a collaborative and evidence-informed approach to impro
Cutting-edge science research can provide incredible stimulus to primary school children's emergent ideas in science.
Alison J. Trew
Science education research can be categorised into three broad dimensions: knowing science, doing of science and learning about the nature of scien
The June 2017 special issue of School Science Review focused on epistemic insight.