Models of scientific understanding are examined, leading to the claim that knowledge acquisition is a necessary but insufficient condition for succ
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
In an attempt to find some answers, schools in which A-level physics is thriving are compared with schools that are struggling to keep the subject
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.
Ally Bull, with the NZCER science education team, shares a New Zealand example of how science assessment could be developed to assess thinking in s
Teaching early-years through mixed-age play.