ASE 2025 Annual Conference

Educators are invited to attend a captivating and insightful talk that explores the sophisticated mechanisms of CENTURY’s AI capabilities, driven by cutting-edge algorithms and informed by the latest research in machine learning.

Understand how CENTURY’s AI uses vast datasets to gain deep insights into each student’s learning journey, by identifying patterns in performance, preferences and challenges.

The talk offers educators valuable insights into how CENTURY is using machine learning to transform education. Attendees will discover how the platform reduces teacher workload by dynamically adjusting recommendations to cater to the individual needs of every learner, enhancing engagement, comprehension and achievement.
Don’t miss the opportunity to see how CENTURY has been the driving force over the last nine years in the use of artificial intelligence to revolutionise education.

Experience of teaching A level chemistry in a large sixth form college, involving students with a wide range of previous experience and attainment, has led to the identification of several threshold concepts which students must work hard to understand.  

New teaching sequences that help students overcome their misconceptions in chemistry and make better progress in the course have been developed. A strong emphasis on scale has been successful, and to date has been applied to topics such as bonding and structure, rates of reaction, equilibrium, polymers and biochemistry. Ideas, strategies, and resources which can be applied to classroom teaching will be presented.

Interesting misconceptions which relate back to science learning in earlier key stages, such as electricity, temperature and chemical bonding, will also be discussed.

Participants in this session will consider and discuss how they develop teachers' understanding of enquiry types, stimulated by the publication of a new edition of ‘It’s not fair – or is it?’ The authors of the new edition have considered questions such as:

•What are enquiry types?
•How useful are they?
•How have our definitions of them evolved since the publication of the National Curriculum (England) and the first edition of It's not fair?
•What do teachers and children need to know about them?
•Common misconceptions when teaching and learning about the enquiry types

They invite participants to join the conversation and consider the implications this has for their practice.

This session is related to the book It's not fair - or is it? which can be purchased from the ASE/Millgate bookshop.

The Daffodil DNA Project continues to grow organically as schools wish to bring cutting-edge science into the classroom. This session will share the project journey, the impacts on students, teachers and scientists, and the scientific outputs achieved by these collaborations.

In response to a crisis in recruitment of physics teachers, the DfE expanded those eligible for a bursary enrol on teacher education courses to include international candidates applying for physics teacher education courses. By 2024 the expansion of the physics bursary resulted in a exponential increase in the number of international candidates applying to science PGCE programmes. This significant increase masks the decline in home students applying for courses that lead to qualified teacher status as a science teacher
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These changes highlight a major shift in the diversity of our preservice teachers, mirrored across all institutions involved in this project.

This shift compels us to reflect on and address the impact of our colonial heritage on our teaching practices. Yet, recent policy developments such as the Core Content Framework and the Early Career Framework require us, as teacher educators, to prioritize research-informed methods, which risk perpetuating a white westernised curriculum.

To gain new insights that ensure our practices as teacher educators are inclusive and welcoming of diverse pedagogies, we summarize the findings of two research projects:
In the first half of our presentation, we discuss a research project led by Dan Cottle which investigated the experiences of international preservice teachers on PGCE courses across England. We include ECTs on this proposal to centre their voices and gain greater insight into their experiences on their teacher education courses and ECT positions. We as teacher educators proactively use this research to construct ongoing conversations which informs our ongoing practice and support.
Consequently, in the second half of our presentation, we will explore how these discussions prompted us as a group of teacher educators to construct a collaborative self-study to critically examine our practice as a group of science teacher educators. In creating this project, we aim to discover how adopting self-study research techniques could improve our practice as white teacher educators in British universities. As an outcome of our self-study research we construct a guidance document for fellow teacher educators supporting a diverse cohort of preservice teachers.

By attending this presentation, delegates will:
•Gain a deeper understanding of the experiences of international students during their PGCE and ECT courses.
•Examine how to effectively support international students succeed in UK as a science teacher.
•Discuss inclusive strategies when working with a diverse cohort of students.
•Reflect upon the value self-study research, as a technique that can revolutionise any teaching practice.
Due to current government initiatives aimed at addressing the science teacher recruitment crisis, it is imperative that the entire teaching community critically reflect on how they welcome and support an increasingly international audience of preservice teachers.

Drawing is a fundamental practice of science and there is growing evidence that we should be encouraging drawing across the curriculum and age span. In this presentation, I will illustrate a number of different functions that drawing serves in education. We will also look at the role of the teacher in supporting learners to draw the right things and in the right ways for learning and assessment. We will consider some possible concerns (do you need to draw well to learn or teach by drawing? Is drawing anxiety real?) and future opportunities (Is technology expanding the potential for drawing?). We might even get some coloured pencils out!

In an era of diminishing teacher autonomy (OECD 2016; Worth and Van den Brande 2020), many teachers find they are unable to enact change in their practice. In our presentation, we will model some professional learning experiences that we believe can empower teachers to refine their practice.

Our session has two aims. There is a growing body of professional resources that seeks to support children to think scientifically. Firstly, we will model how to introduce a professional resource through an analysis of children's work as illustrations of aspects of Dr. Murphy's Thinking Scientifically Matrix. This matrix articulates a progression in children's thinking in primary science.
Secondly, building on Dr. Serret’s research expertise in enabling pedagogical transformation, we will share some effective approaches that help to communicate evidence-informed pedagogy across a community of practitioners.

Through this, our presentation considers how to introduce pedagogical initiatives (e.g. A Thinking Scientifically Matrix) that allows teachers to integrate this within their existing practice but also encourages them to make small, significant shifts in how they assess, teach and plan in primary science.

In this session you will:
•Have the opportunity to engage in first-hand experiences of applying a pedagogical tool (thinking scientifically matrix) to children’s work.
•Identify how teachers might adapt their planning and teaching when integrating new pedagogy within their existing practice.
•Think about the potential that different professional learning experiences can offer in enabling teachers to enact change in their practice.

How far can we go: Benefits of International Collaboration – based on a Bulgarian experience.
The presenters will describe their research project, which was carried out in collaboration by academics from the UK and Bulgaria and an International education consultant all of whom are members of the ASE. This project came about from cooperation which developed at recent ASE conferences in Sheffield and Northampton.
Our project title was ‘Towards a pedagogy of learning: investigating how the changes in pedagogy impact the teaching and learning of science in Bulgarian secondary schools.’

The Research questions were:

-What are the pedagogical changes in science education in secondary schools since 2020 and how does it align with the government's aims for teaching in schools in Bulgaria?

-Is there evidence that the changes to online pedagogy improve students’ engagement and attitude to learning in science classrooms?

-To what extent is inquiry learning promoted among secondary schools in Bulgaria and its impact on teaching and learning?

Exploring the challenges faced by science education at the secondary school level in Bulgaria has been a collaborative passion that the researchers shared and decided to investigate. The challenges range from issues of curricula improvement, assessments and teacher professional development as they may impact how students are assessed in their learning. For example, students in Bulgaria perform lower than their peers across all subjects in OECD countries in the Programme for International Student Assessment (PISA), such as in reading and science (OECD, 2019). The OECD advises that to sustain growth alongside a shrinking working-age population, Bulgaria will need to improve investment in education to address skill mismatches and ensure that more young people are prepared to succeed in the labour markets of the future. This has become imminent given that the recent COVID-19 made issues worse.

The research is mixed method and data will be collected through interviews, questionnaires and lesson observations and analysed appropriately.
The presenters will discuss their findings and possible ideas for improving science learning in classrooms and laboratories. This is a chance to be involved in a collaborative learning opportunity and learn from the amazing skills and knowledge of the ASE community. You are welcome to attend this presentation and learn as well as share your knowledge and experience with newer members of the profession. Delegates will have an opportunity to discuss successful ways of

•increasing student motivation and engagement
•effectively carrying out practical activities with limited space and resources
•using new technologies in science learning

In addition, analysis of the professional and personal benefits of international experiences will be considered and suggestions made for resources and opportunities for schools who would like to globalise their curriculum and teachers, advisers, trainers and leaders who would like to expand their horizons. This study addresses some of the UNSDGs such as 1 (no poverty), 2 (zero hunger), 4 (quality education), 8 (decent work and economic growth) and 9 (industry, innovation and infrastructure).

Join us on this hands-on workshop where we will unlock the secrets of Sickle Cell Disease. We will explore the genetics of sickle cell disease and genetic testing. Extend the narrative by becoming medical geneticists conducting newborn screenings for SCD to determine disease inheritance and susceptibility. We can wrap up with modern therapies now available for SCD.

It is now not just possible, but essentially routine, to image, move, and spectroscopically probe single atoms. Indeed, state-of-the-art nanotechnology involves the manipulation of matter with better than atomic precision – we can target (and break/form) single chemical bonds. This is achieved using a microscope like no other: the SPM (scanning probe microscope). This ability to not only see but prod, poke, push, pull, pick up, and/or put down individual atoms and molecules means that the world of quantum mechanics becomes tangible even at a GCSE level. I will discuss how we have used the Sixty Symbols project to bring quantum physics of this type to broad audiences (ranging from 5 to 85 years of age), and where this type of approach can be adopted (and adapted) for classroom/lecture theatre teaching.

A core component of our most recent work at Nottingham involves the integration of machine learning methods with atom manipulation, with a particular focus on the automated assembly of artificial nanostructures and lattices. In essence, we’re working towards the development of a 3D printer that uses individual atoms as its fundamental building blocks. I’ll cover our first, faltering steps in this direction. But beyond its direct exploitation in research (at all scales), AI -- including large language models like ChatGPT -- obviously has a rapidly increasing influence on university physics at all levels: undergraduate teaching, Masters courses, PhD training, assessment/feedback in general... Time permitting, I’ll update and expand on the pros and cons of ChatGPT and its ilk (in the context of physics education and training) that are outlined in this video.

In this session we will be looking at the specific practical skills in the GCSE specifications and implications for assessment in our examinations.

We will be using examples from our assessments to support the development of students GCSE practical skills in the classroom.

In England, the government framework for initial teacher education is based on educational research from around the world. In this session we will explore:

• how the research identified in the framework influences initial teacher education
• what other research influences initial teacher education, positively and negatively
• what research we would like to see carried out about initial teacher education

ASE Teacher Developers Committee and Research Committee will jointly curate and host this session.

This workshop on the Nature of Science, given the ‘green tick’ on the ASE’s accreditation scheme addresses questions like ‘Why did I really go into teaching? What future do I want for my students? How can I help them get there?’   Cathy Priest passionately taught secondary school science for 20 years, her students excelled in their exams and loved science, but she rarely got a chance to think about these questions. She now works in teacher training at the Faraday Institute for Science and Religion, aiming to help busy teachers find ways to reach beyond day-to-day curriculum requirements, and inspire their students about the deeper, wider, and more wonderful reaches of science. She aims to equip teachers to help their students develop the scientific literacy to thrive in a world filled with complex, interdisciplinary questions and issues.

The workshop delves into topics including the underlying curiosity and creativity of the scientific endeavour, and aspects like the history and philosophy of science. Here’s why it is so exciting to help students better understand this and other aspects of the nature of science.

Young people today face many deep and important questions, such as those about identity and meaning; humanity’s response to issues like food security, the climate crisis and natural disasters; and the ethical considerations of different technological developments. Helping students to appreciate the nature and role of science including its power but also its limits and therefore the need for other perspectives to approach society’s big questions with wisdom, knowledge, curiosity and confidence is something that science teachers can do to help prepare young people for using their science well beyond the world of exams. This is helpful whether they are going to become brilliant scientists and thought-leaders, or simply citizens able to thrive in a complex, science and technology-filled society.

We do know however, that exams, syllabuses and inspections are important, so the workshop addresses the OFQUAL requirements ‘to appreciate the power and limitations of science; the ethical considerations which may arise from science; the everyday and technological applications of science; and the personal, social, economic and environmental implications of science”. Furthermore, an aspect of CPD identified by Ofsted in their recent science review: ‘Evidence suggests that CPD should align with the curriculum and include teachers learning about the nature of science and its methods. So, it supports teachers to help their students to develop scientific literacy, critical thinking and an understanding of how science can interact with other subjects to offer holistic solutions to world problems and big questions.

In summary, delegates will be supported in understanding that students come to their science lessons with different experiences and personal beliefs that should be considered when planning and delivering science lessons.  It enables them to explore through an interactive presentation, the power and limits of science to answer, 'Big Questions' and the value of other perspectives and it will also support science teachers in reviewing and considering strategies and resources which help students learn about the nature of science.

The era of warning about impending ecological disasters has passed. These days we document them. Today’s thirteen-year-olds have already experienced the ten warmest years on record and each passing year will probably be hotter than the last. They are among a generation of young people living with the knowledge that this world, their home, is likely to become less habitable as they grow up. The implications of this for young people, for educators and for education itself are daunting. This is the backdrop to a seminar that will explore the question of how educators’ role(s) might adapt in response to this epoch that we have labelled the Anthropocene.

The seminar will draw on Paul’s research on student-led projects with schools across Europe and on educator competences as well as his role as a teacher educator and his recent work with the youth-led organisation Teach the Future. While making a case for the centrality of emotions in education (particularly in STEM subjects), Paul will consider some of the dangers and double binds inherent in educating about – and advocating for – sustainability in the current political climate. Although rooted in the policy context of England, his talk will highlight issues that are likely to arise in any democratic society with a publicly funded formal education system. If this all sounds rather ominous, rest assured, Paul is not a depressive type. He has always sought pragmatic ways of working with systemic or ‘wicked’ problems and recognises the human need for meaningful sources of hope.

Our project assesses the ability of Generative AI in two key areas.
1. How well does Generative AI construct evidence based scientific text compared to humans? Our assessment includes the impact of different of AI tools, length of prose and few-shot prompting.
2. How well can AI grade and provide feedback against a set of criteria when compared to human assessors. This includes an evaluation of the ability of AI to assess its own product.

Summary and discussion of recent research into factors affecting the job satisfaction and career intentions of physics teachers in their first five years of teaching. This study was conducted by Dr Mark Whalley of the University of Chester and Ian Horsewell of the Institute of Physics and explores the reasons for the high rate of attrition of early career physics teachers, and how they differ from the teacher population as a whole. Strategies that may address this at a school and MAT level will be discussed as well as broader policy implications.

This session explores how to implement the Institute of Physics' Top Tips for Inclusive Science Teaching in the classroom.   The focus will be on the themes of:

•Creating an inclusive classroom culture
•Making the learning relevant
•Building numeracy and literacy for science

The aim of the tips is to make sure all students feel included in science lessons and have what they need to thrive.
Examples will be physics based but the workshop is suitable for ALL teachers of science, including those early in their careers!

In this workshop, participants will explore the innovative capabilities of state-of-the-art motorized structure kits and systems. Throughout this hands-on workshop, gain comprehensive insights into constructing and controlling the Motorized Crane, Motorized Structure System, and StructureBOT using advanced stepper and servo motors.
Participants will delve into building and programming these dynamic structures, discovering how to effectively demonstrate real-world engineering principles through engaging interactive projects and challenges.

There is also an opportunity for discussion and collaboration to explore how to align these tools most effectively with educational objectives and enhance student engagement and learning outcomes.

This workshop will empower participants to use these innovative tools to bring the excitement of real-world engineering principles into the classroom, fostering a dynamic and hands-on learning environment.

Our dedicated Chair Trio invite you to drop-in to the “Chair-Chat” sessions on one of the days of Annual Conference 2025. 

Got a question? Ever wondered about what goes on behind the scenes? Ever thought about getting involved in Committee activities? Are you wanting to know more about Professional Registration or writing an article in one of the ASE journals? First time attending our flagship Conference?

We look forward to hearing your questions and will endeavour to answer them or point you in a selection of possible right directions!

The IOP is delighted to be hosting these informal tea and cake sessions for anyone interested in delivering physics education!  Pop along, eat, drink and chat - we look forward to welcoming you.

Are microscopes overlooked and undervalued in school science? In this session Andy will present four years of data from trainee science teachers on out of school experiences of using microscopes and the challenges of and opportunities for using microscopes in the classroom. Then, Andy will present the argument that microscopes are a gateway instrument to increasing Science Capital and lifelong engagement in STEM activities, as a hobby or as a career. Therefore, early positive informal and formal experiences of using a light microscope at home and at school should be optimised to improve engagement with STEM and uptake of STEM careers.
This will be followed by small group discussion of key questions and an opportunity to critique and develop these ideas.

Outcomes for delegates include engagement with new research data on the challenges and opportunities of using microscopes in secondary school and at home, considering the evidence within the frame of Science Capital, and contributing to discussion on experiences, perspective and solutions. Andy hopes that delegates will be able to engage in lively and thought-provoking conversation that could lead to real changes in practice.

Step into the role of a crime scene investigator and explore potential clues left behind at the murder scene of Dr. Ward, such as hair, fingerprints, and DNA.
Can you use these pieces of evidence to help solve the mystery and identify the culprit? Join us for an engaging session where we will analyse evidence and conduct gel electrophoresis to find out WHODUNNIT!

Studies into the teaching practices of expert Biology Teachers is an under explored area of research. The aim of this session is to provide new insights into the classroom practices of expert biology teachers, in moments where they are supporting students in grasping the big ideas. The session draws on the work powerful knowledge, the nature of science and the idea of biological "know-how" knowledge to describe approach to exploring and describing the powerful teaching practices of expert Biology teachers. Importantly, the study explores inter-disciplinary moments in a biology classroom where concepts from chemistry, mathematics and physics are incorporate by an expert biology teacher and made to respond to a big idea in biology.  As a result, the session provides new insights into how we understand the work of expert Biology teachers. Concluding with a series of recommendations for the development of professional knowledge of biology teachers, with implications for the other sciences too.

Quantum technologies are developing much faster than the classroom curriculum evolves. How can we bring quantum ideas into the secondary school classroom and still deliver our required curriculum content? How can a laser pointer and a prism demonstrate quantum effects?

The new, free resource book from the Perimeter Institute for Theoretical Physics provides hands-on activities for your students that will do just that.

This workshop will show some of the fun and simple activities in the Quantum Technology resource and you will see how easily they can be used in your own classroom, and how strongly they connect cutting edge physics with the standard high school curriculum. Waves and superposition, charged particle beams, light, diffraction, refraction, interference, dispersion, lens optics: all parts of the curriculum addressed by these resources, with connections to quantum effects illustrated whilst still highlighting the classical curriculum content.

Diffraction patterns can be interpreted as ‘probability maps’ and this has a direct connection to the quantum world – could dice be used to develop a diffraction pattern? The quantum tunnelling that can produce these probability maps has uses in electron microscopy, but comparing with optical microscopes, including issues with resolving power can take us through optics ideas that our students need to understand. You will try this yourself in this workshop, including making the links to wavelength and the Rayleigh criterion using cheap LEDs and pencils.

If you like the workshop, we can even turn the round of applause at the end into a laser!

Join a dynamic Fireside Chat hosted by VITTA Education, discussing the evolving post-16 technical education landscape. The esteemed panel, comprising education providers, industry links, organisations, and regulatory bodies, will gather to discuss the introduction of Alternative Academic Qualifications (AAQs) and the continuous evolution of T Levels for Health and Science.

This engaging discussion aims to explore the transformative potential of these reforms in shaping the landscape of technical education. Panellists will share their insights on how AAQs and T Levels align with industry demands, foster skills development, and prepare students for successful careers in diverse sectors. We invite educators to participate in this interactive session, where they'll have the opportunity to engage directly with our panellists, share their perspectives, and gain valuable insights into the future of post-16 technical education.

Together, let's shape the future of education and empower the workforce of tomorrow.

 
The recently published report by the Royal Society on the Science Education Tracker survey indicates that we have had a fall off in practical activities in science classrooms. The question is why has this happened when we know that hands on practical activity motivates science learners and helps them learn.

This session draws in teachers and heads of science who will speak to the practical work situation in their school and help provide evidence of why this fall off is happening – lack of resources, teacher confidence with practical activity, shortage of lab space, overloaded curriculum, reduction in teaching time, post-covid catch up????

This session links with the panel session on post Covid practical work on Saturday.

ASE Teacher Developers' supports those whose roles include:

1. The design, coordination and facilitation of professional development , mentoring and coaching, whether in school, schools groups or external
2. Subject and departmental leadership

If this is you, come along to the "Meet the ASE Futures Committee" session at the end of Thursday of Annual Conference 2025. We'll share upcoming activities led by the committee and talk about the ways you can get involved. We are keen to hear your views about how the ASE Futures Group can support you and your colleagues.

We look forward to listening to your questions and will endeavour to answer them!