How to make science relevant to students

Catrin Green's picture
Posted by: Catrin Green
Date: 23rd August 2016

All students need a good understanding of science before they leave our schools, from those who will need it to make informed decisions on energy providers to those who may become chemistry professors. 

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Why don't teachers use education research in teaching?

Paul MacLellan's picture
Posted by: Paul MacLellan
Date: 9th August 2016

In June I gave a presentation on the gap between teaching and education research at the ResearchED Maths and Science conference. This is the transcript of that talk.

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My first experience of publishing education research

Kristy Turner's picture
Posted by: Kristy Turner
Date: 21st July 2016

I recently published my first research paper in chemistry education, not only my first in that field but also my first as a sole or lead author. It was an education in itself.

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Students will learn more if they're interested

Posted by: Neil Monteiro
Date: 14th July 2016

Does it matter if our students are interested in the subject we are teaching? Should we care if they are enthusiastic or engaged? 

Most educators, quite understandably, see their role in engendering interest and curiosity as subservient to their main goal of teaching the facts of their subject. A fascinating demo can be squeezed in if time allows. But are we missing something by taking this approach?

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Why I’m part of today’s teacher strikes

Posted by: Andy Brunning
Date: 5th July 2016

Today, school classrooms across the country are unusually empty and silent. Thousands of teachers are striking as part of the National Union of Teachers’ (NUT) action against current government education policy, and their fears regarding its effects on our children’s education. I will be one of those striking. My reasons for doing so are too long for a series of tweets, so I’ve tried to set out here a classroom teacher’s perspective on the action and why I believe it is necessary.

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Multicourse teaching in Scotland: more is less

Posted by: Bill Beveridge
Date: 19th May 2016

In a large city school in Scotland, a chemistry teacher nervously awaits the arrival of her next class. Helen (not her real name) is very aware the stakes are high for the Higher Chemistry students in her class – the grades they secure will prove critical in determining whether they can secure entry to university.

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CPD for EiC – your views count

Karen J Ogilvie's picture
Posted by: Karen J Ogilvie
Date: 17th May 2016

We talk a lot at Education in Chemistry about CPD – how you can learn about current best practice and apply it in your own teaching. Well, we need CPD, too.

To effectively support your chemistry teaching, we need to keep up to date, not just in chemistry education but in publishing methods that ensure we give you the content you really need, in a way you find useful.

To do this, we’re asking for your help. We need to hear your opinions about what EiC means to you.

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The education of Harry Kroto

Kristy Turner's picture
Posted by: Kristy Turner
Date: 10th May 2016

Sir Harry Kroto, Nobel prize-winning discoverer of buckminsterfullerene (C60) and inspiring science communicator, died last week.

Sir Harry was an outspoken member of the chemistry research community, but he was also a passionate supporter of high quality science education. He famously returned two honorary degrees in protest at the cutbacks and closure of university chemistry departments. 

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What is A-level like for a student?

Kristy Turner's picture
Posted by: Kristy Turner
Date: 21st April 2016

I recently took some time out of the teaching scheme to play with the recent Chemistry World interactive on public attitudes to chemistry with my classes. Afterwards, I wanted to find out more about what my older students think about A-level chemistry. 

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Technically speaking

Paul Cook's picture
Posted by: Paul Cook
Date: 13th April 2016

Technicians play a vital role within the science community, especially in education, where they promote the role of practical science.

For many years, school technicians have been left in the shadows, with many confined to the prep room with no involvement in classes or with students. There is often a misunderstanding of the complexity of the role and the breadth of knowledge required to be a good technician. 

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