Social media are a highly visible factor in the daily lives of our students. Why should teachers not take advantage of this and develop teaching and learning materials that use the designs found in such media to contextualise science learning? This article suggests some ideas for creating lab instructions using social media design as an innovative…

Developing and updating subject knowledge is an important and ongoing area of professional development. As well as formal subject-specific CPD, teachers can extend their pedagogical subject knowledge by researching and using curriculum materials. This article reviews the resources available from the National STEM Centre eLibrary to help teachers…

Visual environment is a neglected area of study in secondary science. Investigates the structure of science classrooms, display materials used, and components of the science curriculum including information on the sex and subject specialization of staff involved with teacher trainees. (Author/YDS)

Describes the technique and benefits of having physics students practice connecting paper models of electric circuits before attempting to use real ones. (WRM)

Describes the use of plastic bottles in making science models and displays, including wall displays of leaf structure and function, model teeth, and a model villus. (WRM)

Describes several sources of computer programs for secondary school chemistry. Provides an example of a computer package (RANALD I) on quantitative inorganic analysis suitable for O/A-level pupils as a supplement to laboratory work. (DS)

Summarizes the approach taken by a project that creates science teaching and learning materials for the Key Stage 3 Science Strategy in special schools. Includes the principles, a multi-sensory approach, the use of imaginative contexts which motivate and engage pupils, the matching of activities to pupils' literacy and numeracy capabilities, and…

Describes a series of simple but spectacular chemistry demonstrations designed to capture children's imaginations. The demonstrations take the minimum amount of time to prepare, are relatively safe to dispose of, and reliable. (Author/WRM)

Some observations of general progress and of gender-related differences in achievement when using construction sets in the early years are presented. Included are the results of two studies which examined the use of Lego construction sets by children age six to eight. (CW)

Provides directions for constructing a wooden or metal weather vane. Also describes the construction of a "Boomerang Drum," a machine which can store and release energy, and suggests activities for use with it. (DS)

An understanding of the important concepts of electrical safety can be developed without the concept of potential. Stresses the idea of current flow and the hazards involved. Discusses ground-fault circuit breakers. Includes diagrams on safe and faulty circuits which could lead to electrocution. (Author/MVL)

Outlines a variety of laboratory procedures, demonstrations, and classroom materials including a three dimensional, moveable cardboard model of the rib cage and diaphragm; a polyphenal oxidase experiment; ringing experiment using Impatiens; enzyme rummy game; and leaf impressions. (DS)

Examined are applications of computer spreadsheets from simple record/observation tables to custom built analysis systems. The advantages and disadvantages depending on the use of these software packages are discussed. Several examples are used to illustrate possible applications. (CW)

Discusses laboratory procedures, classroom materials, and demonstrations including: a model for metallic/ionic structures; Friedel-Crafts acylation reaction; aids to teaching crystal structure; a metal displacement project; silver recovery from fixer and silver residues; iodine sublimation; nature of acids; card models for teaching bonding; and…

Describes the Warwick Process Science Project (WPSP), which uses teams of teachers for writing a process-oriented science curriculum for students in the 11-16 age category. Discusses the project's philosophy and priorities, and delineates some of the science process skills being integrated into this new British curriculum. (TW)