Young people can be motivated to learn science using the power of various entertainment media. The author states the need to recognise that they are accessing science through informal learning outside school. With children saying they have learnt from cartoons such as Nickelodeon's SpongeBob SquarePants, it would seem that entertaining…

The author describes a model designed to "improve science learning in 30 minutes" using an alternative perspective on a language-based kinaesthetic approach to teaching science. Identification of pupils' learning styles is commonplace throughout the education system, using the simple model of establishing whether the learners are…

At Waite End Primary School in Waterlooville, Hampshire, the authors are involved in a research project with the University of Winchester and the pharmaceutical company Astra- Zeneca called "Teachers and young children exploring their worlds together". The project focuses around their belief that "the younger a child is the more scientifically…

The purpose of this research was to discover whether the children (aged 9 to 11) were thinking while taking part in practical science activities. One method the author used was to video the activity and then watch the replay with each child in turn. She was then able to ask them what they had been thinking about at each stage. The majority of the…

Though much has been written about children learning science in informal settings such as science centres, surprisingly little attention has been paid to organisations such as The Scout Association and Girl Guiding UK which also, as part of a broader programme, provide science experiences for children and young people. A few years ago, prompted by…

Suggests ways that teachers can help children become more scientific through developing their language skills. (Author/MM)

Discusses using and producing poems as a way of clarifying and accessing children's ideas about science topics. (Author/MM)

Encouraging children to think about their learning through simple, easy-to-plan activities facilitates better understanding and retention of science concepts. (Author)

Investigates the relationship between evidence, ideas, understanding, reasoning, and exploration during a practical science activity for children aged 8-11. Reports on students' academic achievement on a pendulum activity. (YDS)

Investigates student attitudes toward science. Reports positive attitudes from both males and females and that they are confident with the concepts they have been taught. (YDS)

Describes a study of how much children know about the human skeleton and gives advice for teaching the topic more effectively. (Author/WRM)

Presents an update on the Association for Science Education (ASE) Primary Science Committee's five-year study of children's scientific development. Uses a questionnaire and asks the same questions each year to see how and when children change their ideas. Focuses on one student who is 5 years old. (DDR)

Reports on a study of children ages 10-11 years (N=6) exploring forces. Reveals a gap between the ways that measurement is used in mathematics and the ways it is used in science. Reviews the focus of the National Numeracy Project. (DDR)

Explores how teachers in The Gambia use local languages to describe scientific concepts and give explanations for scientific phenomena. Recommends the use of registers of words and phrases in the native languages. (DDR)

Use of concept mapping as an assessment tool allows links to be made between concepts, and shows both scientifically correct propositions and misconceptions. Annotated drawings offer an alternative form of expression to children who may hold ideas but find it difficult to express them in words or to recognize links between them. (PVD)