The June 2017 special issue of School Science Review focused on epistemic insight.
One focus of the work of the ASE 11-19 Committee this year has been considering how ASE can support teachers facing curriculum change and challenge
Indira Banner and Judith Hillier
Philosophical dialogue, facilitated by teachers, can help students to think and argue and make connections between science, their own ideas and int
Natasha Serret and Sarah Earle