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Working with big ideas of science education

This publication follows five years after Principles and Big Ideas of Science Education, in response to concerns that many students did not find their science education interesting or see it as relevant to their lives. The original report identified ten big ideas...

Questions for governors: a framework to facilitate discussions between governors and school leaders

The questions in this framework can help governing bodies identify areas to celebrate or challenge in their schools, enabling them to work with their senior leaders to drive improvement. This framework aims to enable governors to perform at their best, exemplifying an approach which could benefit all curriculum...

Principles and Big Ideas of Science Education

This report, edited by Wynne Harlen in 2009 sets out the principles that should underpin the science education of all students throughout their schooling. It argues that students should be helped to develop ‘big ideas’ of science and about science that will enable them to understand the scientific aspects of the...

Food additives

A Catalyst article about food additives. Some additives are natural and some are manufactured by the chemical industry. Some, like vitamin C, can come from either natural or artificial sources. As with every other component of food all additives are chemicals. Even organic food can contain a certain number of...

The Development of Students’ Understanding of Physical Characteristics of Air, Across the Age Range 5-16 Years

This report was intended to provide a longer term perspective on changes taking place in students’ understanding over the compulsory school years. The topic of air was chosen on the basis both of its importance throughout school science and its accessibility to students across the entire school age range.

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Analysing Practical Activities to Assess and Improve Effectiveness

The main purpose of this booklet is to provide a tool for analysing science practicals to clarify their objectives, highlight main features, and evaluate their effectiveness.

The Practical Activity Analysis Inventory (PAAI) is intended to be a useful tool which will stimulate thought about practical...

Continuing Professional Development for Teacher of Mathematics

Provided by the Advisory Committee on Mathematics Education (ACME), this resource was written in 2002. It includes recommendations on the steps to be taken, at that time, to raise the quality of mathematical provision in schools. Concerns regarding the poor uptake of students continuing to study mathematics at Post...

Girls in Physics: Research Evidence

Several research reports exploring causes of girls' under-representation in physics, and suggesting possible approaches to tackling this issue.

'Girls in the Physics Classroom: Review of Research on Girls' Particpation in Physics'

This review by Patricia Murphy and Elizabeth Whitelegg of the Open...

ACME Position Statement on Qualifications in Mathematics at Level 3 from 2011

Produced on behalf of the Advisory Committee on Mathematics Education (ACME) in 2009 by Roger Porkess, this is a position statement on Qualifications in Mathematics at Level 3 from 2011.

The report outlines twelve recommendations on the scope and format of assessment of mathematics at level 3 available to...

Teaching Ethical Aspects of Science

This book was a product of the Science, Ethics and Education project. It contains materials which can be used to develop an awareness of ethical analysis and the distinction between providing and analysing evidence.

Aims
The overall aim was to give teachers practical advice on teaching...

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