Models of scientific understanding are examined, leading to the claim that knowledge acquisition is a necessary but insufficient condition for succ
ASE Research Committee
Alan Haigh discusses why we need to teach children to think and how best to do it.
In our Primary Science interview, science educators Alan Peacock and Mick Dunne reflect on their own experiences of what science was like in Englan
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
A short history of the discovery of hydrogen is given, together with its properties, uses and applications, and its importance in transport, from b
Alexander S. Cragg
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
Teaching early-years through mixed-age play.
Explanations of words used in science, and teaching methods to help in the development of students' vocabulary.