How the difficulty teachers were experiencing in demonstrating the preparation of iron(II) sulfide to students was solved through action research.
An update for the Publications Committee.
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
Looking beyond the sticky notes and marker pens that are often standard issue on one-day courses, we are inspired to take back ideas and strategies
This article describe how the Zoological Society of London is working with teachers to enhance the experience and learning for all who take a trip
Agnieszka Barden describes how a focus on female scientists has raised the profile of science in her school.
The impact of recent curriculum and assessment changes on primary science in Northern Ireland.
Aine discusses the impact of shared leadership in primary science and how the practice was developed in her school setting.
Learning Outside the Classroom doesn't always mean 'doing nature'. Alan Cross and Jon Board explore other possibilities
Alan Haigh discusses why we need to teach children to think and how best to do it.
Alan offers some thoughts about questioning and how to achieve more 'penny drop' moments with learners - part of a new 'Think' series.
A major new report by the Wellcome Trust is critical of primary science policy in England and recommends significant changes.