ASE 2025 Annual Conference

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.