I’ve been part of a few Twitter discussions about bonds and energy. Several people have made insightful observations that have really pushed everyone’s thinking. It is brilliant when a bunch of science teachers get together and really wrestle with the potential conflict between accurate models in science, and how to make these conceptually difficult ideas […]

Read More Bondage

Interleaving the Science Curriculum?

Interesting tweet from @griff2742 My main thought on this is “proceed with caution”. There is certainly evidence supporting interleaving, but I’m not at all convinced that evidence supports re-designing a science curriculum in a way that breaks up topics more than we already do. However, I do think it indicates we should build in regular […]

Read More Interleaving the Science Curriculum?

Teaching Procedural Knowledge

School Science is stuffed full of declarative knowledge, which comes in lots of different forms and has to be applied in lots of different ways. I think this makes it hard to teach well. I’ve written about the basic approach I share with the trainee teachers at the University of Southampton in a couple of […]

Read More Teaching Procedural Knowledge

My Mum & Misconceptions

My mum is an exceptional woman. An occupational therapist for most of her career, she was inspired by some voluntary bereavement counselling she did for a few years and then retrained as a psychotherapist in her 50s, completed a degree, and then a Masters, and worked very successfully with all sorts of people struggling with an extraordinary […]

Read More My Mum & Misconceptions

Do we know anything about the impact of subject knowledge on retention of early-career science teachers?

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?

Energy Teaching Resources for SKE

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