Critique and questioning are central to the practice of science; without argument and evaluation, the construction of reliable knowledge would be impossible. The challenge is to incorporate an understanding of the role of critique and, more importantly, the ability to engage in critique, within the teaching of science. The emphasis in both the US…

Feedback from teachers during in-service courses shows that they are fascinated by neuroscience, as they feel that it has the potential to improve their teaching practice. A previous article of mine in "School Science Review" reported the first eight messages of the outcomes from a small-scale action research project with primary and secondary…

As part of its National Science and Engineering Week activities in 2009 and 2010, the University of Reading organised two open days for 60 local key stage 4 pupils. The theme of both open days was "How do we predict weather and climate?" Making use of the students' familiarity with weather and climate, several concepts of relevance to secondary…

Describes a cut-out 3-D DNA model, which can be used to teach about DNA structure. (YDS)

Reports a mismatch between teacher and pupil knowledge of acid-base chemistry as a result of controversial episodes from three science lessons. Suggests that the teacher's knowledge is guided by textbook information while the pupil's knowledge is based on direct experimental experience. Proposes that classroom activities should support the…

Uses a two-tier, multiple-choice diagnostic instrument to determine (n=915) grade 10 students' understanding of the acid, base, and salt reactions involved in basic qualitative analysis. Reports that many students did not understand the formation of precipitates and the complex salts, acid/salt-base reactions, and thermal decomposition involved in…

Explains how students' alternative conceptions about curriculum topics interfere with classroom learning. Describes the Royal Society of Chemistry's Teacher Fellowship Project entitled "Challenging Misconceptions in the Classroom," which develops classroom materials to diagnose and challenge specific alternative conceptions. Uses key ideas of how…

Extols the virtues of PowerPoint as a teaching aid yet cautions against inappropriate use of it which may cause students to learn very little. Explains a number of features of slide preparation and presentation techniques that enable teachers to give effective lessons. Includes examples of PowerPoint presentations. (Author/NB)

Reviews current research into the use of PowerPoint in instruction and offers guidance for secondary science teachers on how to achieve the best learning outcomes for their students using the program. (Author/NB)

Reports on the experience of teachers from 10 different secondary schools using information and communication technology (ICT) in science instruction. Discusses the teachers' thoughts on the materials they used, problems and advantages of using different applications, and necessary conditions for successful teaching outcomes. (Author/NB)

Discusses the portrayal of scientists in commonly used school GCSE textbooks and addresses the issue of their suitability for teaching the ideas and evidence strand. (Contains 30 references.) (DDR)

Provides an application of quantitative chemistry concepts in the context of motor vehicle emissions. Shows how carbon dioxide emissions from cars may be reduced by up to 25% by reducing motorway speeds from 70-75 mph to 60 mph. (Author/MM)

Describes the AQA AS-level course 'Science for Public Understanding' and explains its underlying rationale. Shows how a topic-based course can be used to consolidate students' understanding of some scientific explanations and ideas-about-science in a systematic manner. (Author/MM)

Discusses the importance of reading in science lessons, and offers practical solutions to the problems of structuring shared reading, making reading active, encouraging note-taking, and locating potential sources of reading material. (Author/MM)

Describes a study of practical work carried out in secondary science where pupils provide explanations for the work they did, and did not do, with data. Reports that students revealed a complex set of priorities and compromises, with the most frequent rationales relating to 'earning marks' within the assessment scheme. (Author/MM)