ASE 2025 Annual Conference: Full Schedule

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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10:45 GMT

Tea Break and Exhibition

Saturday January 11, 2025 10:45 - 11:15 GMT

All

Theme Other
Key Stage / Audience Type 0-4, 11-14, 14-16, 5 to 7, 7 to 11, Advisors/Consultants, ECTs, FE/Skills, ITEs, Post-16, Teacher Developers, Technicians, Trainees
Twitter feed @theASE

11:15 GMT

Chair Chat

Saturday January 11, 2025 11:15 - 11:45 GMT

Engineering & Science Learning Soft Chair area adjacent to ground floor atrium

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?

If this is your first ASE Conference, then please come along and say Hello.

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

Speakers

David Allen

Associate Professor Learning and Teaching / Chair Elect for the ASE 24-25, University of Hertfordshire & Creative Primary Science Education Consultancy

I worked in primary schools for over twenty years as a classteacher, senior leader and Deputy Headteacher. I taught across Key stages 1, 2 and 3 in UK and in Spain. During this time I developed a passion for science, art and design, improvised drama, assessment for learning, creativity... Read More →

Jane Oldham

Lead Science Technician and Chair of ASE, De Ferrers Academy and Association for Science Education

Currently Chair of the ASE and the Lead Science Technician at the de Ferrers Academy, a large multi-site academy in the Midlands.Jane has been a Science Technician for 19 years, currently leading a team of 6 technicians, where she specialises in supporting KS4 and KS5 chemistry. She... Read More →

Alex Sinclair

Senior Lecturer / Outgoing Co-Chair of ASE 23-24, St Mary's University and Association for Science Education

Saturday January 11, 2025 11:15 - 11:45 GMT
Engineering & Science Learning Soft Chair area adjacent to ground floor atrium

All

Theme Professional Journeys
Key Stage / Audience Type 0-4, 5 to 7, 7 to 11, 11-14, 14-16, Post-16, Advisors/Consultants, ECTs, FE/Skills, Global, Industry, ITEs, Technicians, Trainees
Twitter feed @theASE

11:15 GMT

Schools Exhibition

Saturday January 11, 2025 11:15 - 13:15 GMT

ESLC A09 A

The ASE Schools’ Exhibition has become one of the most popular elements of the ASE Annual Conference every January. Schools from all sectors of education are invited to present a science project happening in their classrooms or science/STEM clubs. One teacher from each school is invited to provide a display, which can include artefacts and/or posters illustrating their school project, and is invited to talk about their project. Up to 2 pupils can accompany their teacher to help demonstrate their activities and talk about their school project.

Come along to the Schools' Exhibition to chat with the project leaders and educators, and find out more what has been going on in other schools and STEM clubs. Our exhibitors for 2025 include:

(Primary) Kids who code - creating change makers: Allen Tsui from Willow Brook Primary School Academy presents the details of this project, links to which can be found at https://drive.google.com/file/d/1w0CxqlKjbAlpTdCknsmuIHvPR2uBQyeF/view?usp=sharing

(Primary and Secondary) Intelino #Engineuity Challenge: Allen Tsui from Willow Brook Primary School Academy shares the details of The British Science Association CREST Award Discovery Certificate accredited free workshop offer.

(Primary) The Most Important Animal of All - What happened next? Vicky Walsh from Monk Fryston C of E Primary School STARMAT presents her information about Science on Stage 2024 - what happened next? "How we used the festival to inspire teaching and learning in the primary classroom".

(Primary) Using Augmented Reality to teach science and climate change at Primary: Katy Bloom from York St John University, showcases her pop-up exhibition using 3D Platonic shapes with symbols that trigger AR activities and videos about climate change

(Secondary) DIY Bluetooth Sensors for the Science Classroom: Richard Gill from Pates Grammar School showcases his work with students to design and make DIY sensors for use in the science classroom (Arduino/3d printing/experiment design)

(Secondary) 3D Printing in SEN: Karen Kershaw from Hallmoor School, part of the Forward Education Trust, showcases their 3D printer and the benefits for their pupils

(Secondary) Building bridges to STEM: Dr Karen Oates from The Kimberley School showcases strategies for launching and sustaining a STEM club that fosters student engagement through hands-on projects and activities

CANCELLED BY Presenter 6thJan25 (Primary and Secondary) Physics and Astronomy in a SEND setting: Emma Chapman from Nottingham University's Physics and Astronomy Department, showcases the wonder of the Universe and how it should be accessible for all! 3D galaxies, mobile telescopes, sensory stores and more.....

Speakers

Allen Tsui

Subject Lead for Computing, Willowbrook Primary School Academy

Allen is an Ogden Trust Senior Teacher Fellow and certified National Centre for Computing Education Professional Development Leader, having completed the hat-trick of Certificates to teach Computing at Primary and Secondary standards. Subject leader for Computing and STEM Enrichment... Read More →

Vicky Walsh

Primary Science Coordinator, Monk Fryston C of E Primary School

Katy Bloom

Associate Professor of Science Education, York St John University

Richard Gill

Physics Teacher, Pate's Grammar School

Karen Kershaw

Science Teacher, Hallmoor School

Karen Oates

STEM Coordinator and Science Teacher, The Kimberley School

Emma Chapman

Physics Outreach Coordinator, University of Nottingham Physics and Astronomy

Saturday January 11, 2025 11:15 - 13:15 GMT
ESLC A09 A

All

Theme Professional Journeys
Key Stage / Audience Type 0-4, 5 to 7, 7 to 11, 11-14, 14-16, Post-16, ECTs, Advisors/Consultants, FE/Skills, Global, Industry, ITEs, Teacher Developers, Technicians, Trainees
Twitter feed @theASE

12:15 GMT

Research Meet - Sharing current close-to-practice research

Saturday January 11, 2025 12:15 - 13:05 GMT

Pope A24

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.

Speakers

Alastair Gittner

Research Lead and an enthusiastic supporter of ASE for over 25 years

Sarah Earle

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 →

Sally Howard

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 →

Ravina Winch

Teacher of science, Deputy SENCO, Aston Fields Middle School

Thomas Sean Weatherby

External Researcher, Goethe University, Frankfurt

Matt Wharf

Senior Lecturer, Plymouth Marjon University

Dr Matthew WharfSenior LecturerSecondary Sciences (PGCE & Bed)Plymouth Marjon University, Derriford Rd, Plymouth, PL6 8BHITT Strategy LeadSWIFT

Saturday January 11, 2025 12:15 - 13:05 GMT
Pope A24

All

Theme Research
Twitter feed @theASE, @PriSciEarle

13:15 GMT

Panel: Practical work in a post-Covid era

Saturday January 11, 2025 13:15 - 14:05 GMT

Pope LT C17

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.

Speakers

David Montagu

Senior Policy Advisor, Education, The Royal Society

David is a Senior Policy Adviser in the Royal Society’s Education team, and has worked on science, mathematics and computing education policy for over 15 years. He is the project lead on the Science Education Tracker and lead author of Practical inquiry in secondary science edu... Read More →

Caroline Neuberg

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 Jones

Director, CLEAPSS

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 →

Ed Walsh

Science Education Consultant, Ed Walsh Consulting

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 →

Alistair Moore

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

11-19

Theme Research
Key Stage / Audience Type 11-14, 14-16, Post-16, Global, Advisors/Consultants, ITEs, FE/Skills, Industry, ECTs
Twitter feed @theASE

14:15 GMT

Research Meet - Sharing current close-to-practice research

Saturday January 11, 2025 14:15 - 15:05 GMT

Pope A24

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.

Speakers

Sarah Earle

Professor of Primary Science Education, Bath Spa University

Alastair Gittner

Research Lead and an enthusiastic supporter of ASE for over 25 years

Oria Shuman

Head of Chemistry, The Compton School, Former MA in STEM Education student at King's College London

Darren Harman

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.

Chris Reid

PhD student at KCL / secondary physics teacher, King's College London

ASE conference 2025 Oria Shuman pdf

ASE 2025 Wicked Problem Based Learning Darren Harman pptx

Saturday January 11, 2025 14:15 - 15:05 GMT
Pope A24

All

Theme Research
Twitter feed @theASE, @PriSciEarle

14:15 GMT

Primary Teach Meet

Saturday January 11, 2025 14:15 - 15:05 GMT

ESLC C01

The primary teach meet is a great opportunity for people from the Primary Science Education Community to come together to network and hear about top tips, inspiring resources and not-to-be-missed opportunities.

Speakers

Sarah Eames

Primary Teacher and PSTT Mentor, Sandfield Close Primary School

Primary Teacher - I love teaching; I also love being a fellow of the Primary Science Teaching Trust and working for them 1 day a week. Yes, the best of both worlds! Proud to be on the ASE Primary Committee.Padlet link for 2025https://padlet.com/saraheamesscienceleader/ase-primary... Read More →

Sheetal Kowalczyk

Primary Teacher, Bromley High Junior School

Saturday January 11, 2025 14:15 - 15:05 GMT
ESLC C01

Primary

Theme Professional Journeys
Key Stage / Audience Type 0-4, 5 to 7, 7 to 11
Twitter feed @theASE

15:15 GMT

Tea Break and Exhibition

Saturday January 11, 2025 15:15 - 15:30 GMT

All

Theme Other
Key Stage / Audience Type 0-4, 11-14, 14-16, 5 to 7, 7 to 11, Advisors/Consultants, ECTs, FE/Skills, ITEs, Post-16, Teacher Developers, Technicians, Trainees
Twitter feed @theASE