Higher education biology (HEB), a discipline where women undergraduates are numerically overrepresented in most Western universities, has been given little attention in exploring norms of scientific practice from a student perspective. This study brings into focus how biology students negotiate identities in relation to figured worlds of HEB.…

Background: Dialogue between the teaching profession and researchers regarding pedagogical strategy is sometimes problematic. Pedagogy research may benefit from incorporating research methods that can investigate teachers' and pupils' interpretations. Purpose: This research expands the Pedagogy Analysis Framework (Riordan, 2020) by explaining in…

This article describes British Sign Language (BSL) as a viable option for teaching science. BSL is used by a vast number of people in Britain but is seldom taught in schools or included informally alongside lessons. With its new addition of a large scientific glossary, invented to modernise the way science is taught to deaf children, BSL breaks…

The Jurassic Coast is Britain's only natural World Heritage site, a tangible time-line that takes one through 185 million years of history in 95 miles of coast. It provides individuals with a world-famous educational resource and an unrivalled outdoor classroom that has played a key role in the study of earth sciences. The author is keen to ignite…

A follow-up on a closed-circuit television biology project in Great Britain. (HB)

Addresses several issues related to humanizing science teaching, noting that in theory, such humanizing could cover any aspect of the changing relationship between man and science. Suggests that aims and objectives are needed so that materials for humanizing science can be adequately evaluated. (JN)

An interactive videotex/telewriting system called CYCLOPS has been used since 1981 to tutor Open University students at a distance. Its use in relation to teaching biology and other science subjects is discussed. Evaluation results suggest there is a great potential for such videotex in science education. (Author)

Provides answers to these four questions: (1) What is science like? (2) Who studies science? (3) How does science seem to students? and (4) What is science education like? (JN)

The objectives and operation of a school physics competition are discussed. Sample student responses to two practical/project questions are also discussed. It is suggested that such competitions based on small scale practical project work can be effective and can assist teachers in stimulating interest among students. (JN)

This paper considers some themes that I have discussed before at this seminar in previous years, namely the different perceptions of the best ways to teach chemistry in the nineteenth and early twentieth century between British and American chemists. In this paper I will examine the biographies of a number of nineteenth century British and…

Discusses teaching investigations at key stages. (CCM)

Examines views, attitudes and feelings of high school pupils about their school science practicals (labs) via letter-writing and picture-drawing. Concludes that while students generally like practicals, they view them more as a means of confirming theory rather than an open investigation or true experiment. (JDH)

Discusses: (1) extrinsic ethics; (2) intrinsic ethics; (3) why ethics should be taught in science; and (4) ethics in the Science in Society course. (JN)

Describes the assessment of providing science education for the 16-19 age group. Also discusses the use of computer printers in science teaching and the Nuffield 11 to 13 science scheme. (JN)

Explores the approach adopted by General National Vocational Qualification (GNVQ) Science in Great Britain. The GNVQ is a vocational qualification for students and is part of a program to upgrade vocational education and training. Discusses the way in which appropriate teaching resources have been developed by the Nuffield Science in Practice…