Archive for the ‘practicals’ Category

Parts 1 (Introduction), 2 (Pathways/Processes) and 3 (Stores) are all available and will help make this more useful. Please continue to comment, on whichever post seems most relevant, if you’ve any queries or suggestions. Thanks to those who have already done so. Practical Approaches The IOP guidance begins by taking snapshots before and after an […]

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Morning all. I was at the Northern #ASEConf at the weekend, had a good time and had lots to think about. I’m going to try really hard to blog it this week, but I’m buried under a ton of stuff and pretty much every person in my immediate family is either ill, recovering or about to […]

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I’m sure many other bloggers have posted about this already, but in case it’s passed you by; the new GCSE specification is officially starting from September. Many schools, of course, started teaching from the draft simple because, if you’re delivering GCSE Science over three years, there was no choice. For various reasons I’ve been looking […]

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I had an old webcam. I had time on my hands. And I had an idea. This was never going to end well. I’m actually pretty pleased with the result. It’s nowhere near as pretty as the one on Instructables produced by Glen Gilchrist (aka @mrgpg) but it didn’t need any power tools. Which were in the […]

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So I tweeted… Testing eggscape pods for eggstronauts was great fun with yr7. Otherwise very theoretical day. #asechat Unstoppability aka momentum, ISA prep, lots of nuclear radiation, beta decay paradox and all. What has everyone else been up to? #asechat — Ian (@teachingofsci) April 3, 2014 …and then I got some replies. It wasn’t a […]

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My last post got rather more responses than I expected, which is great. Some of them challenged how I think about using this framework with students, which is even better. I still like it, and I’ll still use it, but it was pointed out that I didn’t make it clear that this was only one […]

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I don’t remember when I first used the idea of breaking down a demonstration for students by having them follow the POE format: Predict what will happen Observe what actually happens Explain it in context I think a lot of science teachers used this before – or even without – referencing the ideas of Michael […]

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