Several UK University Chemistry Departments have former secondary school chemistry teachers employed as School Teacher Fellows (STF) who are heavily involved in outreach work and a range of teaching responsibilities. This study looks at the outreach role from the point of view of several of the STFs; the benefits, and the barriers and how this…

This article describes how the Science Department at Shoeburyness High School in Essex introduced a space-themed year 8 (ages 12-13) science course to increase student engagement and motivation. As well as discussing the rationale for such curriculum change, it describes the processes of planning and resourcing the course, and the barriers that…

In this article we take a critical look at education for sustainable development (ESD), which is a more contested idea than policy makers might have us believe. After a brief examination of the history of the term, we look at the recent Ofsted report into how it is being implemented (or not) in UK schools. We examine why it is a contested term and…

There has been much recent interest in the extent to which the teaching in higher education delivered by non-academic staff has increased in the recent past. Within the Biosciences there has always been a tradition of engaging postgraduate students to support the delivery of some forms of teaching. In this paper we report on the findings of a…

The Department for Children, Schools and Families (DCSF) has contracted with the Learning and Skills Network to support awareness and take-up of Triple Science GCSEs through the Triple Science Support Programme. This publication provides an introduction to teaching and learning approaches for the extension topics within GCSE Chemistry. It…

This article draws on two research studies concerned with student teachers' learning of subject-specific pedagogical knowledge: a naturalistic study within two secondary school science departments and a collaborative action research project focused on two contested aspects of the history curriculum. Both confirmed the complexity of the process by…

Describes the background of schemes to rationalize earth science departments in the United Kingdom. Discusses the rationale of these schemes and the controversy they have caused in the academic community. (CW)

Argues about the conclusion that bigger science departments are more productive than smaller ones. Indicates the conclusion cannot be supported by the data. (YP)

Describes the physics teaching conditions at Solihull Sixth Form College, a comprehensive secondary school in the County Borough of Solihull, United Kingdom. Available physics course, timetable, teaching system, laboratories and study rooms, and future developments are also discussed. (HM)

Describes a British project which aims to produce a series of case studies of science education in middle and comprehensive schools. The methodology used to carry out the case studies and the structure of the framework of the project are included. (HM)

This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. Section one of this guide deals with the factors that were the reason for the implementation of a review process, a listing of financial sponsors and other "in kind" help from…

This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. Section one of this guide discusses consulting and negotiating both with colleagues and others. Sections two and three address the timetabling issue. Section four explains a strategy that a…

This is the third in a series of 12 curriculum guides. These publications are recommendations which the committee made for a broad and balanced education program in science for young people. The main theme of this guide is that science education which young people experience during their period of compulsory schooling needs to be characterized by…

This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. Following the introduction, section one discusses content and rationale and the need for an extended range of approaches, basic assumptions about teaching and learning, the purposes of school…

This publication is one in a series of 12 giving the recommendations that were made for a broad and balanced education program in science for young people. This guide aims to raise key issues about assessment; provides a measure of up-dating with regard to development; encourages science teachers and departments to reflect on their current…