Epistemic Insight is a research and education initiative that is seeking to establish effective ways to help school students to appreciate the power and limitations of science. In particular, the idea is that experiences and explanations devised by a teacher who is focused on what happens inside the science classroom might not be interpreted as…

Set up in 2011 in the UK, Soapbox Science is reaching across the globe, highlighting women in science and the research they carry out in science, technology, engineering and mathematics (STEM). Events turn busy city centres into places of discussion, debate and demonstrations. Soapbox Science brings the science directly to the public, breaking…

Large urban schools have to cope with a "super-diverse" population with a multireligious background in their classrooms. The job of the science teacher within this environment requires an ultra-sensitive pedagogical approach, and a deeper understanding of students' backgrounds and of scientific epistemology. Teachers must create a safe…

In this article, the authors present some ideas to help one start (or continue) a successful science/STEM club. Some "tips" are given by Mike Bullock, a teacher from the West Midlands, who set up a STEM club after his NQT (newly qualified teacher) year and whose club members went on to do well in the STEM Challenges. Information is provided about…

In 2007, the Women in Physics Group of the Institute of Physics initiated the Very Early Career Woman Physicist of the Year Award. The award seeks to recognise the outstanding achievements of women physicists who are embarking on a career in physics and to promote the career opportunities open to people with physics qualifications. The prize is…

Discusses the historical background of the development of lightning conductors, describes the nature of thunderclouds and the lightning flash, and provides a calculation of the electric field under a thundercloud. Also discussed are point discharge currents and the attraction theory of the lightning conductor. (JR)

Presents information in brief on changing priorities in science education. Cites three categories of aims for science, traits of underachievers, and the processes of science. Includes reflections on the Salter's GCSE Scheme of Assessment, the integration of science and drama, and a historical perspective of practical work in school science. (RT)

Discusses: (1) the nature of science; (2) Ausubel's learning theory and its application to introductory science; and (3) mathematics and physics instruction. Outlines a checklist approach to Certificate of Extended Education (CSE) practical assessment in biology. (JN)

The author explains that randomlike serial data of different provenance are shown to contain a hidden common pattern which is governed by a simple law--the "Law of Statistical Relaxation." A model is introduced for illustrating how to interpret this law, and some applications are considered. (PR)

This presidential address given at the Association for Science Education (ASE) of the United Kingdom clarifies the relationships between science, education and industry. (HM)

Included are reviews of 56 books related to science. Each review includes the level, subject, type of book, cost, and publishers English address. (SL)

With observed physical phenomena, scientific inquiry, magic, or religious explanatory modes can be used. The educated world has chosen scientific inquiry. Within this mode, the author points out, are fruitful and also non-promising prescriptive conclusions regarding the teaching of science. (CP)

Discusses possibilities for science after the year 2000, focusing on the nature of complex matter, collective properties of complex systems, role of engineering in future science, and technology (applied science). Indicates that energy supply is the outstanding world scientific/technological problem of the twenty-first century. (Author/JN)

Points out the safety considerations involved in organizing science field trips. Outlines potential problems and suggested ways of alleviating them through good practice. Provides a checklist which may be photocopied for use. (RT)