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
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
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
Explanations of words used in science, and teaching methods to help in the development of students' vocabulary.
Science-based media reports are useful in promoting scientific literacy, pupils consolidate science knowledge and extend literacy skills using a fr
This study is Part 2 of an ongoing investigation into the impacts of the UK's COVID-19-related school closures on primary science teaching and lear
This article examines science learning, experienced in a primary school, in light of theories of social constructivism and how they can illuminate
Across 2015/17, the authors conducted research at four Australian bush kindergartens to understand the teachers' science pedagogies and practice.