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• Using memes enhances the student perception of fun within taught content. • Creating and using memes improves the perception of knowledge retention. • Students' demographics did not appear to affect students' experiences of using memes as a learning tool. Meme-making is an effective method for engaging students and enhancing the learning environment. Memes are a social media cultural phenomenon that the majority of those in Higher Education are exposed to on an almost daily occurrence. This research examined the use of meme-making within the forensic sciences to allow students to reflect on their knowledge. Students studying modules in forensic science across six universities in the UK and USA participated in the study. At the end of a teaching session, students produced a meme (using Meme Generator) to reflect on what they had learned; memes were then shared with the class anonymously via Padlet. This allowed all class members to see and engage with the memes created. At the end of the activity students were anonymously surveyed on their experience using Microsoft Forms and analysis of the results were undertaken using SPSS software. Meme-making was found to be an inclusive learning activity with no limitations, including age (part-time, distance learning and visually impaired students were not part of the study parameters). Results showed that not only did students find the practice fun, but it also helped with the retention of the class content suggesting that the meme-making process is an effective way to enhance the learning environment while engaging students. Student feedback suggests that to maximise participation the educator should stress reflection and learning as the key purpose of generating a meme, rather than being witty or entertaining. The forensic science educator should be mindful of selecting appropriate subject matter for this often-humorous activity. [ABSTRACT FROM AUTHOR]

The COVID-19 pandemic caused a rapid seismic shift to online delivery in otherwise face-to-face higher education settings worldwide. This quantitative research study sought to investigate the effect of different delivery styles and assessment types on student outcomes. Specifically, grades achieved by first year undergraduate Biological Science students at a UK Higher Education institution were compared from seven modules across two different academic years, namely 2018–2019 and 2020–2021. The academic year 2018–2019 was delivered in the traditional face-to-face manner whereas the 2020–2021 method of delivery was via blended learning. The results showed that four of the seven modules were negatively affected by the transition from face-to-face to blended delivery (p < 0.05, T-test). One module was unaffected (p > 0.05, T-test) and the remaining two modules were positively affected (p < 0.05, T-test). However, the percentage of students requiring reassessments increased with blended learning delivery although this was not significant (p < 0.05, T-test). In summary, the majority of individual module marks decreased with blended learning compared to face-to-face delivery, with an associated increase in required reassessments. Although there are positive benefits to incorporating an element of online learning for students, it is important to utilise this information in future module delivery planning to support the varying student cohorts of the future. [ABSTRACT FROM AUTHOR]

Simple Summary: Research and teaching in biomedical sciences has led to huge advances in human wellbeing. However, some research activities require the use of non-human animals and can entail animal suffering. This suffering is obviously detrimental to the animal but can also negatively impact learners' and researchers' emotions or weaken the validity of the activity's scientific outcomes. Taking a more compassionate approach in these research activities has the potential to address these issues, but compassion in the human–animal relationship is often only indirectly addressed in biomedical sciences teaching, and we need new ways of exploring this. Here, we developed a survey to measure compassion towards laboratory animals and used it in groups of biomedical sciences students in the UK and China. In line with other studies on compassion, we found that females are more compassionate than males and that nationality/culture-related differences are present. We found that students with lower levels of compassion are more likely to accept animal suffering in a research setting, and while exploring whether specific beliefs about animals' mental capacities were linked to compassion, we found that a belief that animals are conscious is associated with higher levels of compassion. This survey can be used to investigate compassion towards lab animals, including investigations of ways to enhance compassion, and may help us create a more compassionate and scientifically robust setting for teaching, learning and research activities involving animals. Taking a compassionate approach to the non-human animals used in biomedical research is in line with emerging ideas around a "culture of care". It is important to expose biomedical sciences students to the concept of a culture of care at an early stage and give them opportunities to explore related practices and ideas. However, there is no simple tool to explore biomedical sciences students' attitudes towards laboratory animals. Accordingly, there is little understanding of students' feelings towards these animals, or a means of quantifying potential changes to these feelings. We developed a 12-item questionnaire designed to explore compassion (the Laboratory Animal Compassion Scale; LACS) and used it with UK-based and China-based samples of undergraduate biomedical sciences students. In the same samples, we also explored a harm–benefit analysis task and students' beliefs regarding some mental characteristics of laboratory animals, then drew correlations with the quantitative measure of compassion. Compassion levels were stable across years of study and were not related to students' level of experience of working with laboratory animals. We observed a higher level of compassion in females versus males overall, and a higher level overall in the UK-based versus China-based sample. In a task pitting animal suffering against human wellbeing, students' compassion levels correlated negatively with their acceptance of animal suffering. Compassion levels correlated positively with a belief in animals being conscious and possessing emotions. These data are in line with studies that show compassion is gender- and nationality/culture-dependent, and points to links between compassion, beliefs, and choices. [ABSTRACT FROM AUTHOR]

This research will utilise citation analysis to explore the information behaviours of a cohort of first-year Political Science students at a university in the UK. Using a dataset of the citation behaviour of 262 students, we find that students who locate and cite particular sources of information receive better grades than those that do not. These findings suggest that students who know how to locate and subsequently cite these sources—which tend to be those regarded as more reliable and of higher quality—will achieve higher grades on their course work. This might sound obvious, but such assumptions are rarely checked; furthermore, such findings might convince doubtful students—and staff—to take information literacy more seriously. [ABSTRACT FROM AUTHOR]

This paper describes two successful approaches to data literacy training within the UK and the synergies and collaborations between these two programmes. The first is a data literacy training programme, being delivered by the UK Data Service, which focuses on training in basic data literacy skills. The second is a Data Fellows programme that has been developed to help undergraduate social science students gain real-world experience by applying their classroom skills in the workplace. The paper also discusses next steps in the global development of data literacy skills via the EmpoderaData project, which is trialling the Data Fellows programme in Latin America. [ABSTRACT FROM AUTHOR]

Computer programming is a key component of any physical science or engineering degree and is a skill sought by employers. Coding can be very appealing to these students as it is logical and another setting where they can solve problems. However, many students can often be reluctant to engage with the material as it might not interest them or they might not see how it applies to their wider study. Here, I present lessons I have learned and recommendations to increase participation in programming courses for students majoring in the physical sciences or engineering. The discussion and examples are taken from my second-year core undergraduate physics module, Introduction to Programming for Physicists, taught at The University of Manchester, UK. Teaching this course, I have developed successful solutions that can be applied to undergraduate STEM courses. [ABSTRACT FROM AUTHOR]

In 2012, in a bid to improve the quantitative methods training of social science students in the UK, the £19.5 million Q-Step project was launched. This investment demonstrated a significant commitment to changing how we train social science students in quantitative research methods in the UK. The project has involved eighteen higher education institutions exploring and trialling potential ways of engaging social science students with quantitative approaches. This paper reflects on the activities of one Q-Step centre based in the School of Social Sciences at Cardiff University. As well as describing some of the pedagogic changes that have been implemented, the paper draws on data to begin to evaluate the success of new approaches. Specifically, data showing the proportion of students undertaking a quantitative final-year dissertation project is used to measure the impact of these activities. The data presented in this paper suggest that resistance to learning quantitative research methods and engaging with such techniques has decreased. The data also indicates that students see this learning as beneficial for their own employability. Despite this, closer analysis reveals that several students change their mind about employing quantitative methods in their own research part way through their dissertation journey. We argue that while social science students are comfortable learning about quantitative approaches, they are less confident at applying these techniques. Thus, the paper argues that there is a wider challenge of demonstrating the relevance and appropriateness of such approaches to understanding the social world [ABSTRACT FROM AUTHOR]

Recent reforms in science education have promoted students' understanding of how science works, including the methodological approaches used by scientists. Given that teachers are expected to teach and promote methodological pluralism, it is worth examining how teachers understand and view scientific methods, particularly when scientific methods are presented as a diverse array and not as a linear model based exclusively on hypothesis testing. The empirical study presented in the paper examines science teachers' understanding of scientific methods, particularly the diversity of scientific methods. Brandon's Matrix, a philosopher's account of scientific methods, has been adapted for educational purposes, and two tasks were developed in order to investigate teachers' understanding of scientific methods. Fifty-six science teachers (25% male, 75% female) from different regions in the UK responded to an online survey. The results showed that the majority of the teachers showed satisfactory understanding of basic components of Brandon's Matrix. However, more than half of the sample held naïve understanding of scientific methods. By providing insight into teachers' misconceptions about scientific methods, the study provides suggestions for the design of teacher training programmes and highlights the need for explicit instruction about scientific methods. In addition, we suggest the use of heuristics such as Brandon's Matrix for the development of pedagogical tools as well as research instruments. [ABSTRACT FROM AUTHOR]

There is a widespread concern that relatively few students, especially those from disadvantaged backgrounds, continue to study chemistry and other science subjects after compulsory education. Yet it remains unclear how different aspects of students’ background and home context, their own attitudes and beliefs, and their experiences of particular teaching approaches in school might limit or facilitate their studying aspirations; concurrently, less research has specifically focused on and surveyed disadvantaged students. In order to gain more insight, 4780 students were surveyed, covering those in Year 7 (age 11-12 years) and in Year 8 (age 12-13) from schools in England with high proportions of those from disadvantaged backgrounds. Predictive modelling highlighted that the students’ aspirations to study non-compulsory science in the future, and to study the particular subject of chemistry, were strongly associated with their extrinsic motivation towards science (their perceived utility of science, considered as a means to gain particular careers or skills), their intrinsic interest in science, and their engagement in extra-curricular activities. Additionally, their self-concept beliefs (their confidence in their own abilities in science), some teaching approaches, and encouragement from teachers and family alongside family science capital had smaller but still relevant associations. [ABSTRACT FROM AUTHOR]

New reform documents underscore the importance of integrating science practices into the learning of science. This integration requires sophisticated teaching that does not often happen. Educative curriculum materials – materials explicitly designed to support teacher and student learning – have been posited as a way to support teachers to achieve these ambitious goals, yet little is known about how elementary teachers actually use educative curriculum materials to support student engagement in science practices. To address this gap, this study investigated how five upper elementary teachers supported students to engage in science practices during an enactment of two curriculum units. Three of the teachers had units enhanced with educative features, informed by current research and reforms, while two of the teachers had units without these features. The teachers varied in how they supported students in the science practices of justifying predictions, constructing evidence-based claims, recording observations, and planning investigations. For example, some of the teachers with the educative features supported students in constructing evidence-based claims and justifying predictions in ways called for by the educative features. Implications for curriculum developers and teacher educators are discussed based on the patterns found in the teachers’ use of the educative curriculum materials. [ABSTRACT FROM PUBLISHER]

ABSTRACT Increasing evidence suggests that individuals develop their understanding of science concepts in and out of school, using varied community resources and networks. Thus in contrast to historic research approaches that focus exclusively on single organizations and/or educational events, the current paper presents exploratory research in which we utilized specific community ecology analytical tools and approaches to describe and analyze the U.K. science education community as a whole. Data suggest that overall the U.K. science education community is highly interconnected, and collaborative within individual sectors and moderately interconnected and collaborative between sectors; schools and to a lesser degree universities were outliers to this pattern. An important conclusion was that management to maximize the effectiveness of science education the U.K. science education community would involve support for continued diversification of the number of science education entities in the system and encouragement of reciprocally collaborative, synergistic relationships. We posit that systemic research enables a broader, more comprehensive view of a system's strengths and weaknesses, offering useful insights into the structure and functioning of science education activities; insights that could help researchers, practitioners, and policy makers improve the overall quality of science education delivery for all. [ABSTRACT FROM AUTHOR]

In response to continuing concerns about student attainment and participation in science and mathematics, theepiSTEMeproject took a novel approach to pedagogy in these two disciplines. Using principles identified as effective in the research literature (and combining these in a fashion not previously attempted), the project developed topic modules for early secondary-school teaching in the UK, arranged for their implementation in classrooms, and evaluated the results. This paper reports the development, implementation, and evaluation of one of theepiSTEMescience modules. EntitledForces and Proportional Relations, the module covers standard curricular material in the domain of forces, while paying particular attention to the proportional nature of many key constructs. It was developed in collaboration with a small group of teachers; implemented subsequently in 16 classrooms, in all cases involving students from the first year of secondary school; and evaluated through comparison with first-year students in 13 control classrooms who were studying the topic using established methods. Evaluation addressed topic mastery and opinions about the topic and the manner in which it was taught.While further research is required before definite conclusions are warranted, results relating to topic mastery provide grounds for optimism about theepiSTEMeapproach. Furthermore, student opinions about the module were positive. [ABSTRACT FROM PUBLISHER]

The Wellcome Trust Is running a national engagement and education initiative inspired by the London 2012 Olympic and Paralympic Games. 'In the Zone' involves sending practical science kits to every UK school and college. Here, we discuss the development of the school activities and how the feedback from pilot schools helped to shape the final resources. INSETS: BOX 1 Piloting the key stage 3 In the Zone resources…;BOX 2 Piloting the key stage 4 In the Zone resources…. [ABSTRACT FROM AUTHOR]

The article explores how anthropomorphism in secondary science students may support learning of science concepts in Great Britain. It provides a detailed understanding on the examination of anthropomorphic language through ethnographic analysis taken at pre, post, and delayed stages. It also examines the hypothesis which understands that anthropomorphism reduces as understanding of a science topic improves.

Researchers from outside the European Union represent an increasing proportion of the UK doctoral student body. However, relatively little research exists on their experience from their own perspective. This research, based on interviews with students from a range of countries and scientific and engineering disciplines, seeks to address that deficit. It looks in particular at the difficulties the researchers identified whilst undertaking doctoral study, which included isolation, a lack of integration with home students, cultural adjustment problems and ongoing language difficulties. Two important findings emerged: firstly, that research groups appear to exhibit a 'microclimate' which is determined by factors including the style of the supervisor and the norms of social and work-related interaction. Groups with a more cohesive microclimate presented a more supportive environment. Secondly, evidence emerged of a widespread deficit in understanding of cultural issues. This, when combined with language difficulties, aggravated the problems experienced by the overseas students. [ABSTRACT FROM AUTHOR]

A recent report by Aimhigher has suggested that an understanding of learning styles can have a positive impact in terms of widening participation. However, in recent years there has been something of a backlash, in the UK at least, against the use of learning styles questionnaires and inventories in the classroom. This article explores this issue in the context of a group of non-traditional science students at a university in the north of England. The students who enrol lack the necessary qualifications, skills or experience to enrol as undergraduates and a science foundation year offers them a second chance, or a belated first chance, to access higher education (HE). The article considers reviews of widening participation and highlights some of the important issues about the use of learning styles in relation to new and diverse cohorts of students. In addition, it provides details of some of the activities and mechanisms that are provided so that students can make the most of their learning opportunities. [ABSTRACT FROM AUTHOR]

The article offers information on the Chem@rt initiative in Great Britain. The Chem@rt initiative began in 2006, when the first collection of 16 images was sent to almost 50 primary schools in the local area. The Chem@rt images do not only feature mysterious chemicals and abstract and impersonal notions, they also depict the human side of science. Moreover, the images at Chem@rt are an easy and simple way to combine objects in the classroom.

The article focuses on the health and safety issues in practical science in schools in Great Britain. It mentions that if a practical activity in a science lesson poses risks, it suggests to avoid the activity. It notes that teaching students to handle fragile or hot objects safely during a science lesson may train them the value of risk management for the life outside the laboratory. It cites a science accident in Great Britain which resulted in a student suffering burns to his arms and chest. It suggests the adaptation of a model risk assessment guidelines to avoid preventable accidents.

This paper argues for a process based science curriculum, and illustrates how the TASC Framework provides a flexible problem-solving framework that learners can effectively use for the carrying out the independent science investigations that are required by the National Curriculum (UK). [ABSTRACT FROM AUTHOR]

Science education in the United Kingdom faces a dual challenge in the near future: that of addressing increasing disaffection from the subject by pupils as they enter adolescence coupled with the downturn in learning as they leave primary school behind. Both bridging work and teacher creativity have been identified as key ingredients in ensuring pupil engagement in learning, yet innovation requires both time and a broader vision than may be offered by a normative and centralized pedagogy. This paper proposes a four‐stage model for curriculum development to encourage creativity, based on the experiences of teachers as they designed bridging work for pupils in science. A grounded theory approach is utilized to generate four concept categories emerging from participants' comments during the study. These are described as uncertainty, visioning, realization and readiness, and this research demonstrates that ‘bottom–up’ is a very effective method of professional development promoting combinatorial thinking and creative science teaching. [ABSTRACT FROM AUTHOR]

This paper considers the value of reflexive pedagogical approaches in the teaching of academic communication and writing. We focus on a course developed for pre-degree foundation students at a London higher education institution. Drawing on the students’ learning journals, we examine their reflections of the approaches practised on the course. Reflexive pedagogical approaches place emphasis on the contextualized and subjective learner, challenging dominant scientific discourses and opening spaces for students to critically reflect on their learning experiences and the ways that they can positively build on these throughout their university journeys. The course recognized the students’ contributions and understandings through the group work and their journal writing, shifting the emphasis from outcome to process and from competition to collaboration. However, reflexive pedagogical approaches are problematic and the paper examines the dilemmas that we faced in taking this approach. [ABSTRACT FROM AUTHOR]

Attracting and retaining high-calibre students in science and engineering is becoming more difficult. At the same time, we are urged by the UK Government to recruit from a wider pool. This has necessitated a review of how we go about recruiting and retaining our students. This paper sets out some of our underpinning ideas. Student retention needs can be focussed on a number of stages. First, school-level motivation, starting at secondary, and probably even primary school level. Second, recruitment at students of the appropriate calibre, motivation and experience. Third, student induction, including an overview of subject and programme. Fourth, ongoing student support. [ABSTRACT FROM AUTHOR]

In this paper we consider the ways in which students' activities during project work are influenced by their images of science, e.g. their views about the purposes of science, the nature of scientific knowledge and the role of social processes in scientific activity. We also investigate the kinds of project activities which promote the development of students' images of science. We draw on case studies of 11 science students' experiences of investigative project work in their final year at university. For one of these students naive views about the epistemology of science constrain her project activities. We suggest that the concept of 'epistemic demand' may help in anticipating difficulties that students might have during project work. We also find that students' images of science are developed as a result of messages communicated both implicitly and explicitly through project work. [ABSTRACT FROM AUTHOR]

Data from a large sample of year 9(13-14years) students taking the national Key Stage 3 science tests in England and Wales were used to explore gender differences in science achievement. The most pronounced gender differences, which were in favour of males, were found in the higher level papers taken by more able students, with the largest gender gaps occurring in physics questions. Using separate male and female discrimination indices, it was found that the more discriminating questions tended to exhibit larger gender gaps in favour of males. [ABSTRACT FROM AUTHOR]

Claims have been made that younger students do not hold knowledge claims separately from evidence that might support or refute them. This paper reports on findings from a study on the ways in which UK students aged 9-16 attempt what are essentially logical problems of the co-ordination of theory and evidence when the theories in question are scientific. Most students in the sample made some reference to evidence in selecting and using their explanations, although a significant number of 9 year olds did not refer to evidence at all or treated instances of successful prediction as proof of an explanation. However, such students do indeed seem able to hold theory and evidence separately; their problem is in appreciating the 'rules of the game' of the task of theory evaluation in science. [ABSTRACT FROM AUTHOR]

The article focuses on the study concerning the beliefs and intentions of science teachers to implement thematic units in science education in Great Britain. It notes that those teachers who responded to the open response items believe that thematic units in the classroom can foster student excitement and interest in learning science. They also believe that thematic units make science more meaningful to students for they see connections between the sciences and other subject areas. Moreover, some teachers are concerned that thematic units would water down the curriculum and less content would be covered.

Discusses the results of a questionnaire study of British pupils' understanding of several aspects of the nature of science. Importance of mental acts to science; Powerful effect of the individual classroom teacher; Difficulty among average ability students in qualifying words as experiment, theory or scientific knowledge; Ways of interaction between experiment and theory.

The article discusses the study on how children are learning science under the British national curriculum, with an emphasis on the Children's Learning In Science project, designed to develop the regions's latest curriculum. According to the author, in British schools science has been taught with very little history. His argument therefore has focused on the meta-knowledge about science, which according to him is less difficult to achieve than is meta-knowledge about science education. He likewise made a brief discussion on the students' favorable attitudes towards science, highlighting on the approach of drama and role playing in science learning. As a conclusion, he has conceded that the entire British educational system has become a test bed for research and innovation.

Describes the Twenty First Century Science pilot courses in Great Britain. Overview of the Twenty First Century Science pilot courses; Scientific literacy in the courses; Features of the pilot courses; Opportunities for progression from Twenty First Century Science; Benefits for science students and teachers.

Background: Black, Asian and Minority Ethnic (BAME) medical students and professionals frequently underachieve when compared with their White counterparts not only in the United Kingdom, but across the globe. There is no consensus for the definitive causes of this attainment gap, but suggestions contributing towards it include: increased feelings of isolation as a member of a minority culture or religion; a poorer higher education (HE) experience compared with White counterparts; and stereotype threat, whereby students underperform in exams from the stresses of fearing confirming to a negative-stereotype. Methods: The aim of this study was to gather qualitative data on HE experiences of medical and biomedical science students to explore factors contributing to the attainment gap. Audio-recorded, semi-structured interviews and a novel approach for this research area of ethnically-homogenous student-led focus groups, were held with students and staff at a healthcare-based university in London, where lower attainment, slower rates of degree completion and lower levels of satisfaction with HE experience were identified in BAME students compared with White students. Thematic analysis was used to manage, summarize and analyse the data. Results: Forty-one students and eight staff members were interviewed or took part in focus groups. The student data were best explained by two main themes: social factors and stereotyping, whilst staff data were also best explained by two main themes: social factors and student and staff behaviour. Social factors suggested ethnically-defined social networks and the informal transfer of knowledge impacted academic performance, isolating minority groups from useful academic information. BAME students may also be at a further disadvantage, being unable to attend social and academic functions for cultural or family reasons. Black students also mentioned changing their behaviour to combat negative stereotypes in a variety of contexts. Conclusions: This study suggests that forms of discrimination, whether conscious or unconscious, may be negatively impacting the abilities of BAME students both in examinations and in coursework choice. It highlights the importance of social networks for the transfer of academic knowledge and the impact ethnicity may have on their formation, with issues around segregation and the sharing of information outside defined groups. [ABSTRACT FROM AUTHOR]

The article discusses the Schools' Innovation and Enterprise event for science educators and students, held on June 13, 2014 at the BioCity Scotland laboratory space in Scotland. Topics addressed include workshops held for students age 13-18, the event's focus on innovations in the Life Sciences, and its connection of enterprise and science education.

The article reflects on the Economic and Social Research Council (ESRC) Collaborative Award in Science and Engineering (CASE) studentship project in Great Britain. Some of the issues related to the said programme are discussed which include its funding and the changing policy within the location of the school involved in the project. Also provided is information regarding the impact of these issues on the work of embedded researchers and learned institutions.

The article discusses the benefits of developing an international science partnerships in Great Britain. According to the author, developing an international partnership to study aspects of science challenges pupils to fully understand the science topics being researched. She adds that the sharing of information with pupils from another country and culture develops other transferable skills. The author's experience of an international partnership through a Comenius Project is discussed.

The article presents a research project entitled Relevance of Science Education (ROSE) that has examined students on their views about modern and traditional school science in Great Britain. It details the broad information that was collected and analyzed. The data that were collected gave information about the least common subject topics. It highlights the differences in opinion between girls and boys. The ROSE Project has contributed in determining and suggesting some changes on the way science should be taught.

Focuses on the safety employment of students in school science laboratories and prep rooms in Great Britain. Common circumstances in which a student might be working as an employee in a laboratory of prep room; Overview of the Children and Young Persons Act 1993; Activities where the Management of Health and Safety at Work Regulations 1999 restricted the employment of students; Benefits for students.

Provides some insights into the decline of students in the field of science and engineering in Great Britain citing how the government with the aid of the Science Council, the Association for Science Education, and others are addressing the problem. Development of initiatives to encourage students to take up courses in science and engineering; Recommendations for increasing the recruitment of college graduates and retainment of skilled scientists and engineers.

The article presents news briefs related to science education in Great Britain. Imperial College London, England and digital science education resource TigTag launched the free online resource "Reach Out CPD" for primary teachers. The "Young Scientists Journal" ("YSJ") launched its first newsletter.