Search

Science curriculum development is currently focusing on 'scientific literacy', that is, that a science curriculum should prepare all young people for life, enabling them to understand and engage with scientific reports in the news media. So, what do the news media say about science? A UK newspaper survey conducted in spring 2003 showed that most science stories were related to life science, some to technology and earth science, a few to physics and none directly to chemistry. This 'snapshot' survey of one of the news media suggests that, in future, elements of physics and chemistry might best be taught through life, earth and technological contexts. [ABSTRACT FROM AUTHOR]

This article discusses a strategy for improving school science education in England through the continuing professional development of science teachers in the national network of Science Learning Centres. It presents evidence about effective continuing professional development, and considers the range of focuses and methods relevant for the continuing professional development of science teachers. Readers are encouraged to submit their contributions to the discussion. [ABSTRACT FROM AUTHOR]

School science textbooks, theory examination papers and recent Cambridge Assessment biology practical papers often contain photomicrographs. The use of variable quality microscopes in practical examinations could be unfair. The use of photomicrographs in examination papers may provide a standardised and fairer assessment environment, promoting acquisition of key observational and calibration microscopy skills. This study compares results of a trial biology practical assessment using a photomicrograph approach with those using a conventional microscope approach in Mauritius. It concludes that photomicrography provides assessment of similar skill sets to that of conventional microscopy and provides a solution to equipment disparity issues. [ABSTRACT FROM AUTHOR]

Pupils in school often see little relevance to the science, particularly physics, that they study. This paper sets out a rationale for developing an understanding of physics through the medium of sport. Pupils in the 14-16 age range can follow the tennis racket example either as an investigation or simply as part of their study of energy, especially gravitational potential and kinetic energy, whilst the more able or post-16 students can extend this to coefficient of restitution. Post-16 students can also study the Magnus effect, from the Bunsen burner to the free kick via ships' rotors. [ABSTRACT FROM AUTHOR]

Science uptake in UK sixth forms is falling as students opt for subjects that assess their critical thinking rather than their memory. Do we need to use new methods of assessment that will involve the student in the evaluation of the primary, secondary and tertiary evidence of science? Essays, literature searches, publications, presentations, evaluation of scientific papers and unique practical assessments could all enhance the curriculum and reduce the current reliance on tests of memory. [ABSTRACT FROM AUTHOR]

The article presents selections from the original 1980s Association for Science Education (ASE) publication "ASE Primary Science," which were nicknamed the red and blacks due to their ink colors. Topics of article selections include fluoride toothpaste, building a house for the Three Little Pigs, and the flotation and sinking of wax crayons.

The article provides news briefs as of February 2014 related to the British Association for Science Education (ASE). ASA staff members Sue Levitt, Katherine Forsey, and Donna Evans will be leaving the association. Liz Lawrence, Sue Banner, and Linda Needham were awarded 2013 ASA Special Service Awards. There is a call for papers for the Australian Academy of Technological Sciences and Engineering (ATSE) Conference, which will be held July 3-4, 2014.

The article discusses on how students can develop their literacy skills in science according to researchers. Snow says that appropriate reading of scientific text can give them the chance to use it in their discussions and arguments. Hodson notes that scientific writing such as fieldwork reports and scientific papers allow students to be exposed in different genres. Brown and Spang cite the use of double talk through scientific descriptions and explanations boosts students' scientific language.

The article offers guidelines for the submission of papers for "Primary Science."

The article focuses on the booklet "Armchair Science," a journal regarding science topics published by Gale & Polden Ltd. in 1929-1940. It states that due to the lack of paper supply in the period of war, the publication of the journal was terminated wherein A. Percy Bradley was the original editor succeeded by professor A. M. Low. Moreover, a reference to the journal found on the internet argues its commendation to science education.

The article discusses developments related to science education wherein The Association for Science Education (ASE) plays an important role in Great Britain. It entails the development of a national curriculum for England and the launch of the National STEM Centre. The ASE Council leads the way in developing an improved model for governance at the organization. The organization is also looking for ways to save unnecessary paper use.

In this article the author supports the contention in the two papers published in the previous issues of "Education in Science" (EiS) regarding the importance of integrating scientific evidence in science curricula and the failure of science. He is critical of the hindrances in the effective teaching of science including lack of appropriate resources and student fear of data analysis. He suggests that student should be exposed to actual real live data which will enable them to apply science data.

The article discusses various papers published within the issue including one by Kathy Schofield on how investigative projects can be a real stimulus to encouraging a smoother transition from primary to secondary and another by Lorraine Peterson on the benefit of practical work to students, regardless of ability and physical capabilities.

Information about several papers discussed at the Association for Science Education (ASE) Committee meeting in June 2007 in Great Britain is presented. It primarily dominated by a debate in how they can best serve the members in the future. It included their plans to run the following sessions at the next ASE Annual conference such as to teach approaches at Key Stage 3, to manage multiple changes at Key Stages 3, 4 and 5 and workshop session.

The article reports on the spring meeting of the Association of Tutors in Science Education (ATSE) at the Institute of Physics on March 16, 2007. A number of papers were presented on aspects of primary and secondary teacher education. The ATSE Annual Summer Conference will take place in Leeds Metropolitan University in England on July 23-25, 2007.

The article presents a science experiments that will help students understand the addition of colored light, particularly the mixing of reflected color. The cooling fans from discarded computers have provided a set of apparatus for the experiment. Pupils were given an A4 sheet of white paper with printed circles of 6 cm diameter, each divided into six equal sectors. The primary colors of light, red, green and blue, are repeated in order on one circle.

The article announces the 2006 Spring Conference of the Association of Tutors in Science Education, a special interest group of the Association for Science Education, in Winchester, England on March 29, 2006. The theme of this conference is "Challenging Children's Early Enthusiasm." This article also calls for people who are interested to present a paper at the conference.

Presents news related to different chapters of the Association for Science Education in Great Britain as of February 2005. Ogden Trust's sponsorship of the selection process for the participants in the Professor Harry Messel International Science School; Discussion of the draft Strategy Review paper.