The authors of this article, as student teachers, explored becoming facilitators in lessons focusing on micro-organisms. They elicited ideas from their students and found that even the brightest children held some misconceptions about micro-organisms. The students had some knowledge, but they had not learned how to apply this to investigations…

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…

The view that science and religion are conflicting ways of understanding the world is widely and frequently presented in the media and may be the view held by most children. It is not the only view, however, and there are many scientists who have a religious faith. Usefully perhaps, for those who are interested in science education, examining…

Helping children to visualise what is inside them and how their bodies work can be a challenge, since teachers are often reliant on secondary sources or investigations that can only measure outward signs (such as pulse rate). Another way is to involve the children in an imaginative role-play exercise where they explore the insides of a…

There are many ways in which wire coat hangers can be used other than for suspending clothes. The author has been making use of them in his teaching for many years--copying ideas from colleagues and creating some for himself. In this article, he shares five examples that can enrich learning about science. (Contains 6 figures.)

In this article, the authors report on the Top Marks project and some of the successful activities that made assessment "real." The aim of Top Marks project was to "invigorate the assessment of science with fun, relevance, real-life and engagement". The project involved collaboration between schools and primary science consultants from the Centre…

Is a "fair test" the only way to carry out science investigations? Many children (and primary teachers) following the National Curriculum in England and Wales would answer "yes" to this question. This is because fair test investigations have historically been promoted in national assessment, published curricula, schemes of work and assessment…

The principle of mixed-age play was first encountered in "Golden Key" schools in Moscow, where the schools were originally set up and organised (and continue to be so) in accordance with the work of Vygotsky. Vygotsky said that children can learn through imitation, or "emulation" as it has come to be known. Children observe someone more competent…

Why do people so often view science and art as polar opposites? Is it a view that is relatively new, or has it always been the case? Why is it a good idea to combine the two subjects and teach them in cross-curricular ways and what impact does it have on the learning of primary-aged children? These were some of the questions posted by science and…

How many children entering a classroom already have a day/night explanation that employs a turning Earth? This question ought to be of interest to most teachers, along with questions such as "What are children thinking after one's teaching of this topic?" The author has used a simple diagram and tick-box response sheet to help him assess the range…

"Summative assessment" is a means of summing up where a learner, class, school or country has got to in their learning at a particular point in time. Data from this can be used to recognise attainment and gauge progress. It is therefore useful for reporting purposes. This is distinct from assessment for learning (or "formative assessment"), an…

In New Zealand, as in many other countries, recent curriculum revisions have seen a change in focus in science education. There is an increased emphasis on students knowing about how the discipline of science works, with the aim of equipping them to become more critical users of science. In the New Zealand Curriculum document (Ministry of…

The author summarises findings from the Royal Society's "state of the nation" report on 5-14 science and mathematics education in the UK. This is the Society's third report on aspects of science and mathematics education in England, Northern Ireland, Scotland and Wales, and the first where the focus has included primary practice, policy,…

Creative Partnerships in Education UK (CAPE), funded by the National Endowment for Science, Technology and the Arts (NESTA), worked with the Centre for Science Education at Sheffield Hallam University and The Centre for the Understanding of the Built Environment (CUBE) to devise and manage this project in 10 primary and secondary schools in Leeds…

Back in May 2003, the Secretary of State launched "Excellence and enjoyment: a strategy for primary schools". This set out the vision for the future of primary education built on what has already been achieved. In the words of the DfES: "This vision is for a sector where high standards are obtained through a rich, varied and exciting curriculum…