ASE 2025 Annual Conference

This session will explore how plant contexts can enrich the teaching of microscopy. It will discuss the challenges students face when learning microscopy and suggest ways in which these can be overcome. The starting point will be about relating what we see under a microscope to the ‘everyday’ world around us, followed by looking beyond the power of the naked eye. It will discuss the development of students’ understanding of both microscopy procedures (e.g. staining) and interpretation of what we see under the microscope (e.g. a 3-D optical slice).
You’ll see plants in a new light and leave with concrete ideas to use in your teaching.

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.

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).

"Borderless Microchemistry", stemming from the fusion of the UK's student-centric approach and the strategic use of microscale experiments, transcends national borders, offering a model for European educators. The comparative analysis between the Bulgarian and the British educational system serves as a microcosm, revealing challenges and presenting a flexible framework for science education on an international scale. At its core is its adaptability to diverse contexts, addressing common challenges faced by schools across Europe with limited resources. Microscale investigations requiring minimal resources can become a guide for educators seeking effective, resource-conscious strategies.

This project, emerging from the synthesis of the UK's student-centric approach and the strategic use of microscale experiments, transcends national boundaries, offering a blueprint for educators across Europe. The comparative analysis between the educational systems in Bulgaria and the UK serves as a microcosm, shedding light on challenges faced by diverse nations and providing a versatile framework to enhance science education on an international scale.

A cornerstone of this project is its adaptability to various contexts and settings. The microscale investigation, designed for implementation with minimal resources, aligns seamlessly with the realities confronted by schools across Europe. Common challenges, such as limited access to equipment, chemicals, and dedicated laboratory spaces, find innovative solutions within this project. It becomes a beacon of hope for educators seeking effective, resource-conscious strategies that can be tailored to their specific environments.

In this student-focused initiative, participants utilise samples of metals, salts, acids, hot and cold water, as well as alkali solutions to conduct an investigation. The primary aim is to discover which of the provided metals exhibits the highest reactivity. This hands-on approach empowers students to harness their investigative skills and apply the scientific method. Working in small teams, they independently plan the investigation, formulate predictions or hypotheses, select variables, and meticulously collect and analyse data.

Crucially, the project places a strong emphasis on cultivating transferable skills like analytical thinking, critical analysis, and teamwork. These skills, honed through the practical application of the scientific method, transcend cultural and linguistic boundaries. In an era where global collaboration is paramount, fostering these skills is not merely about preparing students for scientific endeavours but equipping them to navigate the complexities of an interconnected world. Teachers from diverse European countries can adopt and adapt these pedagogical approaches, contributing to the development of a generation capable of thriving in an international landscape.
The project's integration of environmentally conscious practices aligns with the growing global awareness of sustainability, a value deeply ingrained in the European commitment to environmental responsibility. By showcasing eco-friendly methodologies, such as the use of microscale experiments to minimize chemical waste, the project resonates with educators seeking to incorporate sustainable practices into their teaching methodologies.

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.

IRIS has supported over 7,700 students across 10% of UK secondary schools to carry out real research, contributing to knowledge today and solving the problems of tomorrow. We’ve seen how teachers and schools can developing a culture of Research & Innovation and how it transforms students’ experience of and relationship with STEM.

Do you want to inspire your students to pursue STEM careers and make a positive impact on the world? Do you want to learn how to foster a culture of research and innovation in your school that engages learners of all abilities and backgrounds? If so, join us for this session where we will share what we’ve learnt from our work and research. You will also get practical tips and resources on how to start your own research and innovation journey.

It may seem obvious but revising/studying for an exam improves student outcomes on the exam. However, how students revise and the strategies they use can have a big influence on these outcomes. In recent years, evidence drawn from cognitive psychology has given teachers a much better insight and understanding of effective teaching and study strategies. However, the students may not be utilising these strategies when undertaking independent study.

In this session we will explore the evidence base into effective revision strategies and present findings from our recent study that focussed on developing effective revision strategies for GCSE science. Findings suggest that a sequenced approach to revision is helpful and that effective techniques need to be taught and embedded into the curriculum.

How do children’s career aspirations change over time?  We know quite a lot about what types of jobs children want to do, but less about how an individual child’s aspirations change over time. This session will present research on the changes in individual children’s career aspirations between 2019 and 2021. We will also discuss the implications of the research for teachers, primary schools and organisations interested in encouraging children to do STEM careers when they are older.

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.

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.

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.