I’d like to acknowledge Ben Arscott’s (2018) article in Impact, as the inspiration for the structure of this blog post, which is part of the Curriculum In Science symposium. Part one of the series is by Adam Boxer. Part two is by Ruth Walker: language of curriculum Part three is by Gethyn Jones: designing curriculum […]Read More Designing a new SKE curriculum
There is evidence that early-career science teachers are particularly vulnerable in terms of retention (Allen & Sims 2017). Evidence suggests that a number of factors affect teacher retention across all subjects but it is less clear why early-career science teachers are more at risk than teachers of most other subjects. It may simply be that […]Read More Do we know anything about the impact of subject knowledge on retention of early-career science teachers?
Developing the new @SotonEd Subject Knowledge Enhancement course has led to a renewed collation of teaching resources. The Energy unit is a distance-learning component, so trainee teachers will access these resources, with a little bit of written introduction and some instructions. They will then use the resources and complete tasks before receiving online feedback from […]Read More Energy Teaching Resources for SKE
The approach to teaching energy has been a hot topic in physics for a while now. The long-established approach has been to list different types of energy and then to think of physical processes as involving transformation of energy from one form to another. Although it’s not inherent to this way of thinking, it’s quite […]Read More A Potentially Different Approach
An object will remain stationary or continue to move at a steady speed in a straight line unless there is an unbalanced force. An object will remain stationary or continue to move at a steady speed in a straight line unless an unbalanced force acts on it. An object will remain stationary or continue to […]Read More Unbalanced or Resultant?