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!

08:45 GMT

CLEAPSS: Sustainability in science education

Friday January 10, 2025 08:45 - 09:35 GMT

Physics B23

We pay lip-service to green chemistry in the UK by including just one of the 12 published reasons from the American Chemical Society, for adopting a green chemistry approach. There are at least 5 more that are applicable to school practical chemistry. In this talk for teachers, technicians, publishers, exam bodies and consultants, we will show, with live demonstrations and videos, some of the results of adopting “green” principles. The talk will also cover the latest developments in Hydrogen based fuels in schools.

Speakers

Matt Endean

Deputy Director, CLEAPSS

Bob Worley

CLEAPSS

Friday January 10, 2025 08:45 - 09:35 GMT
Physics B23

11-19

Theme Sustainability climate change & environmental issues
Key Stage / Audience Type ECTs, Global, Industry, Teacher Developers, 11-14, 14-16, Post-16
Twitter feed @CLEAPSS

11:15 GMT

2024 Alexander Award Everyday Science at Sreepur Village Bangladesh

Friday January 10, 2025 11:15 - 12:05 GMT

Physics B23

Sreepur Village in Bangladesh was established in 1989. It keeps mothers with their children. It received the 2024 Alexander Award from the ASE for their project Talking Science, a project set up in 2010 to enable the women recipients at Sreepur to find that they were carrying out science in many of their everyday activities and learning skills relevant to their lives when they return to their village . Information and skills such as how to put out fires, tell the time, filter water and grow vegetables in a sac gardens. A recent initiative is learning bicycle maintenance and repair. This presentation will illustrate some of the everyday activities that occur daily in this purpose-built village in Tengra area of Bangladesh.

Speakers

Dr Lady Sue Dale Tunnicliffe

Patron retired Reader in Science Eduction IOE, CASTME and UCL IOE

Dr Sue Dale Tunnicliffe was Reader in Science Education at UCL IOE, an experienced teacher of all ages, as well as at universities. Sue is a Former OFTSED inspector and Head of Education at the Zoological Society and has published both academic papers and 13 books . Sue is particularly... Read More →

Friday January 10, 2025 11:15 - 12:05 GMT
Physics B23

All

Theme Other
Key Stage / Audience Type ECTs, Global, Industry, Teacher Developers, 5 to 7, 7 to 11, 11-14, 14-16, Post-16, FE/Skills, Trainees

14:15 GMT

Talking Science: Time for a change? Science education reform

Friday January 10, 2025 14:15 - 16:35 GMT

Physics B23

Following short stimulus inputs from our speakers, Professor Dame Athene Donald, Professor Michael Reiss and Professor Jonathan Osborne, delegates will discuss and prioritise their top issues for reform.

Michael Reiss will speak on 'Top issues for reform in science education'. 'How should school science education be reformed? I argue that we need first to look at issues of teacher retention and then at possible changes to the curriculum and to the assessment system. We need a school science education that retains teachers and engages students so that students learn key concepts in science and understand how scientific knowledge is built up, with the result that more of them choose to study science once it is no longer mandatory.'

Jonathan Osborne will speak on 'Improving Science Education for All'.

In common with our previous Talking Science sessions, this session promises thought-provoking insights and lively debate. We look forward to seeing you there and your contributions.

The Science Education Policy Alliance (SEPA) brings together the Association for Science Education, Institute of Physics, Royal Society, Royal Society of Biology and Royal Society of Chemistry to coordinate and collaborate on science education policy, with Professor Dame Athene Donald as Chair. www.se-pa.co.uk

Refreshments will be served half-way through this session, courtesy of SEPA in the Physics foyer area

Speakers

Dame Athene Donald

Royal Society

Professor Dame Athene Donald, DBE FRS, is a former Professor of Experimental Physics at the University of Cambridge and recently retired from her post as Master of Churchill College. She is chairing the recently created Science Advisory Council for the Department of Education, is... Read More →

Marianne Cutler

Director, Policy and Curriculum Innovation, ASE

Marianne has overall responsibility for curriculum support and projects at the ASE. She works closely with ASE committees and manages professional development projects.

Jonathan Osborne

Professor, Stanford University

My career started by teaching science in London comprehensives in 1972 for 9 years. Curently I am the Kamalachari Professor in Science Education, Emeritus, in the Graduate School of Education, Stanford University in California but now back in the UK. I was President of the US National... Read More →

Michael J. Reiss

Professor of Science Education, UCL IOE

Friday January 10, 2025 14:15 - 16:35 GMT
Physics B23

All

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

09:45 GMT

PRESENTERS ABSENT: Using an interdisciplinary approach to evaluate models in KS3 science

Saturday January 11, 2025 09:45 - 10:35 GMT

Physics B23

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

Speakers

Donna Dawkins

Principal Investigator, University of Birmingham

Matthew Simpson

Lead Investigator

Saturday January 11, 2025 09:45 - 10:35 GMT
Physics B23

11-19

Theme Research
Key Stage / Audience Type ECTs, Global, Selected by Research Group, Teacher Developers, 11-14, Advisors/Consultants, Trainees, ITEs

12:15 GMT

CLEAPSS: Science Ninja's - giving children a choice

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

Physics B23

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.

Speakers

Maria Pack

Primary Science Consultant, CLEAPSS

Lucy J Wood

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 →

Jason Harding

Primary Section Leader, CLEAPSS

Saturday January 11, 2025 12:15 - 13:05 GMT
Physics B23

Primary

Theme Research
Key Stage / Audience Type Selected by Research Group, ECTs, Global, Industry, Teacher Developers, 7 to 11, Selected by Teacher Developers' Group
Twitter feed @CLEAPSS_Primary

15:30 GMT

How can we harness creative skills when thinking like a scientist?

Saturday January 11, 2025 15:30 - 16:20 GMT

Physics B23

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.

Speakers

Eleanor van Veen

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.

Clare Stamper

Head of Science, Penryn College

How can we harness creative skills when thinking like a scientist EvV CS ASE 2025 pdf

Saturday January 11, 2025 15:30 - 16:20 GMT
Physics B23

All

Theme Research
Key Stage / Audience Type Selected by Research Group, ECTs, Global, Industry, Teacher Developers, 7 to 11, 11-14, 14-16