In early-years classes there is always lots of talk Laura Mooney describes how these young children can also think through concepts and use science
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 Critical thinking for achievement project provides free CPD for primary and secondary teachers of geography and science, to strengthen their subje
ASE and GA
Alan Haigh discusses why we need to teach children to think and how best to do it.
An article about research-informed practice focusing on preconceptions – children's naive ideas about science; through learning theory, teachers ca
Championing research-informed teaching through exploration of the EEF Improving Secondary Science guidance and ways of implementing research into p
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
Primary school children introduced to a long-forgotten and only recently rediscovered invention, Santorio's pulsilogium, have been able to develop