There is widespread agreement that more needs to be done to increase and diversify post-16 participation in science, technology, engineering and mathematics (STEM). Here we discuss recent research evidence on what influences participation in science. We introduce a proposal for integrating awareness of STEM careers into the science curriculum for…

The Curriculum for Excellence and new National Qualifications offer innovative reform, based on widely supported ideas and aims, for Scottish preschool, primary and secondary education levels. "Objectives and syllabuses" for science are replaced by "experiences and outcomes". Most strikingly, central prescription makes way for…

Examples of the use of various kinds of mobile information technology are explained for use in the classroom or laboratory. Individual or group work can make use of such devices, avoiding the need to move the class to a computer room or wait for a turn to use a computer in the laboratory. Many different applications are available. This article…

This article is a version of the talk given by Jonathan Osborne as the Association for Science Education (ASE) invited lecturer at the National Science Teachers' Association Annual Convention in San Francisco, USA, in April 2011. The article provides an explanatory justification for teaching about the practices of science in school science that…

Presents modeling ideas for teaching about DNA using a climbing rope, rope ladder, paper, and CD cases. (YDS)

Describes a DNA model constructed with Legos, which allows students to work cooperatively. (YDS)

Reports on the analysis of several syllabus guidelines and school textbooks that indicate that DNA appears mainly in upper school curricula where the emphasis is on cellular responses and classical Mendelian genetics and substantial areas of contemporary genetics are omitted. (Contains 16 references.) (Author/YDS)

Reports on the results of a study investigating when the erosion of children's interest in science starts. Focuses on elementary education and suggests clear differences between boys and girls in their attitudes toward school science. (Contains 14 references.) (Author/YDS)

Recommends materials and makes suggestions for using information and communication technology (ICT) as a tool to support chemistry teaching and learning both in and out of the classroom. While the approaches are geared specifically towards teaching chemistry across the 11-18 age range, they are easily transferable to other subject areas.…

Considers the current use of information and communication technology (ICT) in science lessons. Poses questions regarding equipment, ICT use in instruction, and what it should and should not be used for. Focuses on a number of case studies of good practices. (Author/NB)

Explores effective ways of utilizing the Internet to teach science. Discusses classroom layout, searching techniques, downloading, copyright issues, accessibility, web-page design, and site creation. (Author/NB)

Speculates on the value of science education research and outlines various factors underlying the dissemination of research. Makes some suggestions for better implementation of research results. (DDR)

Suggests that teaching should be informed by research and reports interim findings from three of the four projects from the Evidence-based Practice in Science Education (EPSE) Research Network. (Author/DDR)

Reports on Project 1 from the Evidence-based Practice in Science Education (EPSE) Research Network. In this project, a group of teachers develop banks of diagnostic questions in four science topic areas: electric circuits, force and motion, matter and chemical change, and biochemical life processes. (DDR)

Reports on Project 2 from the Evidence-based Practice in Science Education (EPSE) Research Network. In this project, teachers and researchers worked collaboratively on the design of three short teaching sequences on electric circuits. (DDR)