Space is a topic most learners find engaging. This article set out a short project investigating meteorite impacts, both practically and using simulations, and suggests resources that could be used. The formation of craters, such as those on the Moon caused by objects landing on its surface, is used to illustrate a study plan. The project is…

The Gatsby "Good Practical Science" report (Gatsby, 2017) identified opportunities to carry out open-ended investigative projects as one of ten benchmarks for good practical science. However, there is currently no requirement for post-16 students in England to have access to such opportunities as this is not required by A-level…

The Young STEM Leader Programme (YSLP) is an important feature of the Scottish Government's STEM Strategy. YSLP creates culture change through developing peer role models who challenge stereotypes and improve awareness and attitudes towards STEM. YSLP is having a major impact on the quality and extent of peer support available across primary and…

The "Evolving 5-19 Biology" report (RSB, 2021) presents eight key recommendations and a framework for the development of biology curricula for ages 5-19. The framework proposes organising the curriculum in 23 coherent themes that form learning progression pathways. These pathways build answers to seven 'big questions' related to big…

A small, handmade and inexpensive robot can help students across a range of ages unpack and explore big questions around the nature of life, curiosity and creativity. Via a series of workshops students learn how to frame and investigate different types of questions including big questions that bridge science, computing and the wider humanities.

Schools in Abingdon, Oxfordshire, funded by a Royal Society Partnership Grant, engaged in an animal behaviour project with a researcher at the University of Oxford's Wildlife Conservation Research Unit. The pupils used camera traps to conduct wildlife surveys and investigate behavioural responses in European badgers ("Meles meles"). The…

Defining what is meant by 'life' seems, on the face of it, straightforward. But, as this article explores, once you delve below the surface you find that providing a definition that everyone agrees upon is nearly impossible. By first considering how biologists and philosophers of science debate the issue of defining life, the article then goes…

Research has shown that spending time in nature is beneficial for children's mental wellbeing, but how long must they spend to gain some benefit? Here we present the results from two studies: the Schools' Biodiversity Project, which took place over a year, with children spending an hour a week exploring biodiversity in their school grounds; and a…

In England, GCSE and AS/A-level practical assessment has been reformed, with controlled assessments replaced with practical assessment in written exams and direct assessment at A-level. The awarding body OCR surveyed science teacher attitudes to the reform during its introduction. Teachers considered post-reform qualifications better in that they…

The Royal Society of Biology is working with the bioscience community, and researchers and practising teachers in the education community, to inform its position on a coherent 5-19 framework to support future biology curriculum development. Our approach taken in developing the framework has been 'evolution not revolution', mapping existing…

This article looks at how the nature of truth in science is not absolute and in accepting the idea that certain 'laws' are sufficiently true we can unlock the rigidity of discipline-based scientific thinking to make the possibility of tackling many of the grand challenges facing society a reality. The nature of Open Science is focused on the fact…

The compartmentalisation of distinct disciplines limits the opportunities for teachers to work in a collaborative multidisciplinary manner. Workshops such as 'Saviour Siblings' from the Epistemic Insight Initiative encourage students to consider big questions from different perspectives and thus provide a bridge between the religious education…

The challenges of contemporary society require pupils to make informed decisions and take responsible actions on problems related to science and technology. This work provides guidelines to support teachers in the design of learning scenarios that enable achievement of these goals. Two classroom examples based on contemporary news events explain…

Digital badges are graphical representations of an accomplishment. Open badges are a subset of digital badges that allow the badge owner to demonstrate achievement and the viewer to see the criteria for the badge. Open badges offer the opportunity to evidence and reward skill development, and to learn that existing formal qualifications do not. In…

Although graphs are used in both mathematics and science, there are disciplinary differences in the types of tasks, the terminology and the purpose for graphing. This can make it difficult for students to transfer their learning from one subject to the other. By examining the differences in how graphs are used, and the reasons for these…