The ASE is delighted to be hosting its Annual Conference, generously sponsored by AQA, at the University of Nottingham from 9th to 11th January 2025. International sessions are incorporated throughout the event’s 3 days and we will have a great exhibition with lots of exclusive Conference offers. Post-16 focus-day and for those involved in leading and delivering professional development, the Teacher Developers’ Group programme is Thursday. Friday is the dedicated Technicians day, kindly sponsored by Philip Harris, and Early Career Teacher day. Sessions for both Primary and 11-19 are threaded throughout all 3 days with a focus on Research on Saturday.
Book your tickets now at https://ase2025AnnConf.eventbrite.co.uk - and remember, if you are an ASE member you will benefit from hugely discounted prices! Check out our membership here - it’s free for Early Career Teachers and only £25 for Technicians!
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Based on the speaker's research for their Master's project, this session explores the research on what secondary science teachers believe about dialogue, talk and oracy in the classroom. Opening with a summary of what experience and knowledge science teacher have about dialogic teaching, the session then evaluates the attitudes that science educators hold towards the pedagogies of dialogue and oracy.
Finally the talk will consider what barriers might prevent the use of dialogue and talk in the science classroom, concluding with some useful strategies on how to foster understanding through talk. Delegates will come away understanding more about dialogue, specifically how attitudes towards talk can affect practice in the classroom. Teachers who attend will be more reflective about their own attitudes to dialogue and therefore better equipped to evaluate its use in their own lessons.
The use of models in science teaching and learning is a core practice. Given that many science concepts are abstract, too big or too small to visualise readily, models allow students to develop their knowledge of key ideas in science . Conversely, a lack of understanding about models, their uses and limitations can develop or perpetuate misconceptions across science (Education Endowment Foundation, 2018).
A lesson study is presented here, which investigates how the concept of a model can be taught by employing an interdisciplinary approach. Interdisciplinary learning is where new approaches to solving a problem, and/or new understandings of a concept are ‘synthesised’ through the benefit of integrating knowledge from different disciplines: a new way of thinking is created by considering a problem from multiple disciplinary perspectives (Simpson and Dawkins, 2023). The lesson study used examples of models from chemistry, biology, physics, maths, geography, and English alongside teaching practices designed to facilitate the integration of these different disciplinary perspectives. The presentation includes an analysis of feedback from the students in the lesson and their teachers. This study has been approved by the University of Birmingham Humanities and Social Sciences Ethics Review Committee (ERN_0808-Jun2023).
Delegates will have the opportunity to hear about a successful collaboration between a secondary school and university, and an opportunity to reflect on the impact of bringing practicing teachers, teacher educators and researchers together. Given the importance of interdisciplinary approaches in international curricula, including the International Baccalaureate , this presentation will also be of interest to both UK and international audiences. Delegates will understand better the concept of interdisciplinary learning through this lesson study approach and will hopefully be inspired to develop their own cross-disciplinary learning opportunities in their school or educational setting. All delegates will benefit from the opportunity to discuss, reflect on, and debate the shared difficulties in teaching students the role of models in science.
References Education Endowment Foundation. 2018. Improving Secondary Science. https://educationendowmentfoundation.org.uk/education-evidence/guidance-reports/science-ks3-ks4 Simpson, M., Dawkins, D. (2023). A framework for interdisciplinary learning in science education. SSR in Depth, 104(388), 13-18. https://www.ase.org.uk/resources/school-science-review/issue-388/framework-interdisciplinary-learning-in-science-education
Practical work can fulfil many purposes in the primary science classroom, but which should be the focus, and how do we know if practical work has been used effectively? This research project has been funded by the Nuffield Foundation and draws upon expertise from Bath Spa University (Sarah Earle and Stuart Read) and The University of Manchester (Lynne Bianchi and Julie Jordan) to consider practical work from a uniquely primary perspective.
In this session, we will explore findings from the literature, a national stakeholder survey and teacher interviews to draw conclusions about purposeful practical work. We will share draft guidance and invite discussion about how to support effective practical work in primary science.
Professor / Director, SEERIH, University of Manchester
Vice Dean for Social Responsibility, Equality, Diversity, Inclusion & Accessibility Director of Science & Engineering Education Research and Innovation HubComino Foundation Associate Great Science Share for Schools Campaign Director Principal Fellow of the HEA RSA Fellow
Professor of Primary Science Education, Bath Spa University
Prof. Sarah Earle PhD CSciTeach FHEA FCCT (she/her)@PriSciEarleProfessor of Primary Science EducationSchool of Education Knowledge Exchange LeadEditor for the Journal of Emergent Science and Research in Science & Technological EducationProject lead for Teacher Assessment in Primary... Read More →
Saturday January 11, 2025 11:15 - 12:05 GMT
Pope LT C15
Research provides a means for exploring teaching and learning in classrooms and other contexts, with some studies suggesting new ways of working. Every year many science education Masters, PhD and EdD students develop an expertise in a specific area of science education which can provide useful insights into how science works in the classroom. Come along to this session to hear a range of findings arising from a number of these studies and join in discussions for those that interest you.
Details of these mini-presentations will be made available by December, as will be populated below as we hear from those presenting.
Matt Wharf: My research looks into how science investigations that incorporate some genuine form of unknown change the nature of the discussions within science lessons away from asking if they ask if they are correct, to scrutinising what they are doing. In these situations students more readily ask questions about the evidence such as validity, how representative the sample is and other data that would be useful and how all these factors may impact the conclusions being drawn, developing their epistemological understanding.
Thomas Sean Weatherby: The topic of electricity is challenging. It is abstract, requires lots of new vocabulary and is laden with misconceptions. My research draws on using analogies and colour-coding to remove the abstractions and maths. The resources are based on a successful intervention conducted in German secondary schools, which I have now trialled in English. The focus is using the idea of “electric pressure” to link to learners’ prior experiences, combating some misconceptions around potential difference. Come and chat about all things electricity: content knowledge, pedagogy and technology, as well as leave with some resources for your practice.
Ravina Winch: I wanted to find ways to broaden pupils' perceptions of STEM and support them to engage with environmental education. I, therefore, designed an eco-STEM club with aim was to bring real work issues, of living a sustainable life, into a context that pupils could understand and engage with. The results found that pupils were developing their STEM skills such as team building and problem solving. Additionally, they were developing an affective interest in the school environment. From my perspective, pupils enjoyed pursing their interests and it helped them see that STEM can be a part of their lives.
Sally Howard: My mixed and multi methods research with upper primary and lower secondary teachers, in England ( alongside analysis of Working Scientifically policy) has identified how practical inquiry-based science is understood, practiced and misunderstood. Findings indicate where opportunities to better support teachers, and enhance pupil agency can lead to enhanced pupil learning and engagement in school science at this transition point from primary to secondary #transition #practicalscience #inquirybasedscience #enquirybasedscience #workingscientifically #pupilagency.
Professor of Primary Science Education, Bath Spa University
Prof. Sarah Earle PhD CSciTeach FHEA FCCT (she/her)@PriSciEarleProfessor of Primary Science EducationSchool of Education Knowledge Exchange LeadEditor for the Journal of Emergent Science and Research in Science & Technological EducationProject lead for Teacher Assessment in Primary... Read More →
My PhD research focused on how inquiry-based science is understood & enacted by teachers in England who follow the NC, Oxford Brookes University
My mixed-methods research for my recent PhD focussed on the transition year groups between upper primary and lower secondary (in England) and how practical inquiry (an aspect of the current national curriculum Working Scientifically) is understood (misunderstood) and practised by... Read More →
Scientific enquiry is well recognised as an integral part of primary-aged science learning. However, there is debate about the extent to which children should be guided to design and carry out their own enquiries or be provided with instructions to follow. In this session the CLEAPSS Primary/King’s College London team will talk about the classroom research they have done, and the enquiry focused professional learning program they are running. We hope to explain our rationale and the methodology we are using, sharing some of the successes and challenges of our journey.
Creating the opportunity for some choice instigates powerful feelings of autonomy that help children take ownership of the activity and engage with their learning. Our aim is to help teachers feel comfortable about giving their children decision-making opportunities during practical enquiry activities and for their children to increasingly think of enquiries as theirs. The CLEAPSS/KCL Team will share some schools' early successes and welcome a shared discussion about their recent findings and reflections.
Lecturer in Chemistry Education, Kings College London
I am a Lecturer in Chemistry Education at King’s College London with a research focus on practical work across primary and secondary settings. I have a passion for bringing scientific enquiry into the curriculum and have been closely involved in supporting professional development... Read More →
In 2023, we had the third Science Education Tracker which surveys young people’s views and experiences of science education in England and their attitudes towards science and to career aspirations in science, technology, engineering and mathematics.
The findings of this survey are quite concerning. Between 2016 and 2023, there has been a marked reduction in young people’s access to more interactive forms of practical science, with these trends most accentuated between 2019 and 2023. While we know experience of hands-on practical work is key to learning and motivating students in science, most students in 2023 encountered practical work via videos. The survey also showed that, between 2019 and 2023, young people were less interested in science and computing with this decline in interest being more pronounced among younger cohort
Join in with this panel session chaired by David Montagu from the Royal Society, to hear the perspectives of experts with a wealth of experience in science education, on the decline of practical work post-covid and ideas of how we might address this in our schools and colleges.
Leeds Trinity University, Senior Lecturer in Secondary Education Twitter, Leeds Trinity University
Dr. Caroline Neuberg is a Senior Lecturer in Secondary Education at Leeds Trinity University (LTU). The second Intensive Training and Practice (ITAP) completed by her science trainees focuses on signature pedagogies, dedicated to practical work. Many of the trainees, who have experienced... Read More →
Steve taught science in secondary schools for 28 years before moving into advisory work, initially for Hertfordshire and then as a regional adviser for the Secondary National Strategy - Always passionate about practical work Steve believes that hands-on activities are quite simply... Read More →
An author and CPD presenter, I was a teacher for 20 years, 12 of them as team leader. I then worked as a consultant, supporting teachers and science teams, training teachers and developing curriculum materials. I am now a Series Editor for Collins, CPD Trainer for AQA and Development... Read More →
Research Fellow, University of York Science Education Group, University of York
Co-Director of the Best Evidence Science Teaching (BEST) project, and specialist in applied research and innovative development in school science curriculum and assessment. My areas of interest include school science curriculum development, practical work, formative and summative... Read More →
Saturday January 11, 2025 13:15 - 14:05 GMT
Pope LT C17
Research provides a means for exploring teaching and learning in classrooms and other contexts, with some studies suggesting new ways of working. Every year many science education Masters, PhD and EdD students develop an expertise in a specific area of science education which can provide useful insights into how science works in the classroom. Come along to this session to hear a range of findings arising from a number of these studies and join in discussions for those that interest you.
Details of these mini-presentations will be made available by December, and will be populated below as we hear from those presenting.
Darren Harman: Secondary science education traditionally adheres to a "teach-test-teach" model, characterised by discrete, discipline-specific units that often lack interdisciplinary connections or adequately prepare students to understand global challenges, such as existential threats. This exploratory case study, informed by Critical Realism, seeks to design and evaluate a novel interdisciplinary framework for Key Stage 3 science. The Wicked Problem-Based Learning (WPBL) framework is rooted in real-world contexts and leverages "wicked questions" to contextualise learning. By integrating the required National Curriculum content with meaningful project, inquiry and aims-based learning, the WPBL framework aims to foster student agency and empower learners, utilising powerful knowledge to help them understand and confront humanity's most pressing challenges.
Christopher Reid: Learning Science: What's Curiosity Got To Do With It? Curiosity – the intrinsic motivation to learn – has been the subject of various policy initiatives. While curiosity has been shown to improve factual recall and academic attainment, concerns have been raised that children’s curiosity, as well as its expression within the classroom, undergoes a rapid decline as children age. Ultimately, very little is known about what makes school students curious about science. To rectify this deficit, my research uses the experience sampling method to investigate how curious students feel at different points during their secondary science lessons, and interviews to explore the reasons behind these feelings.
Oria Shuman:A body-based approach to secondary science learning A growing body of evidence has identified the mind and the body as a symbiotic entity. This in turn has led to a considerable number of studies exploring the use of body-based activities in learning, notably science. Despite this, science is still taught using the traditional disembodied approach. My MA in STEM Education thesis addresses the gap between evidence-based research and practice by critically examining both science teachers' and students' perceptions toward using body-based activities at a secondary school in North London. In this session, I will discuss the findings of my case study and provide recommendations for future research.
Professor of Primary Science Education, Bath Spa University
Prof. Sarah Earle PhD CSciTeach FHEA FCCT (she/her)@PriSciEarleProfessor of Primary Science EducationSchool of Education Knowledge Exchange LeadEditor for the Journal of Emergent Science and Research in Science & Technological EducationProject lead for Teacher Assessment in Primary... Read More →
UCL EdD research student and Curriculum Director (STEM) Sir Robert Woodard Academy, University College London
Curriculum Director (STEM). I'm also a Fellow of the Chartered College of Teaching (FCCT) and UCL EdD research student (thesis stage).School: Sir Robert Woodard Academy, Lancing, West Sussex.
This session presents the findings from one of thirteen action research projects that took place during Year 2 of the Penryn Creative Collaboratives program. The program was launched in 2021 and was funded by the Arts Council with the generous support from the Freelands foundation. The research partner is the University of Exeter. The findings from Year 2 can be found in the research report Crickmay et al (2023).
Delegates will develop an understanding of the action research during the session, it will be presented by the Science teacher who conducted the research from Penryn College Secondary School in Cornwall. Delegates will also hear the thoughts and perspectives of the Head of Science. In the first year the action research involved a class of Year 8 students. The industry partner was The Leach Pottery, St Ives, Cornwall who provided a real-life example of where the scientific process is used in a creative industry. Potters use glaze trials as part of the creative process of making pots. During this process, one variable is changed (the metal salts used to colour the glaze) while many variables are kept the same (eg. kiln temperature, clay body, shape and size of the tiles). This is similar to the independent and control variables in a science investigation.
During science lessons the project explored how we can harness creative skills to encourage students to think like scientists. Students came up with their own ideas for investigations and the action research focused on the student's use of the creative skills of dialogue and collaboration and honing and developing ideas while planning and conduction the investigations. The findings from this research are reported in van Veen, E. (2023) and delegates will come away with an understanding of how these findings were reached.
The use of the creative skills in science investigations was extended in a second piece of action research that involved Year 7 and 8 students in all science lessons across the school.. The creative skills were frequently referred to while the students planned and carried out semi open ended investigations and the research looked at how we can assess those creative skills when they are being used in the service of a science investigation.
The session will be led by the science teacher who conducted the action research and the teacher who was the Head of Science during the action research. Delegates will develop an understanding of the two pieces of action research, how the workshop from the Leach Pottery worked and also how the Creative Skills wheel can be used as a tool to help students understand the importance of Creative Skills to the scientific process.
Secondary science teacher and Primary partnership science co-ordinator,, Penryn College
I am a secondary school science teacher in Cornwall. I was an Environmental Chemist in industry and academia. Talk to me about our primary science partnership. I am also very interested in educational research and how to get it published.
