As part of the new 'How science works' programme of study for key stage 4 (14-16 year-olds) taught in England and Wales, alternative layo
Students often struggle to determine whether changes in matter are physical or chemical, for example, they may have difficulty labelling a candle m
Using a Predict-Observe-Explain cycle in fostering college students' scientific explanation on concepts of velocity and acceleration in a small-gro
Practical approaches to teaching about energy and developing understanding.
Would a change in terminology help avoid confusion or do we need to review the use o f'energy' in science teaching?