Future themes
Generally each issue of Primary Science focuses on a theme, but also
includes other articles on a range of topics, so if you have something
to write about that is not on a theme or responds to a theme already
covered, don’t be deterred. All contributions are very welcome.
Shorter articles are particularly welcome.
Editor Tara Lievesley
Editorial Board
Paul Chambers
Senior Lecturer, University of Strathclyde
Sarah Earle (reviews editor)
Senior Lecturer, Primary PGCE Science, Bath Spa University
Alison Eley
Hampton Hill Junior School, Middlesex
Rena Heap
University of Auckland, New Zealand
Deborah Herridge
Senior Lecturer (Primary Science), Northumbria University
Leigh Hoath
Independent lecturer and writer
John McCullagh
Senior lecturer in science education, Stranmillis University College, Belfast
Joy Parvin
Director, Centre for Industry Education Collaboration, University of York
Emma Vanstone
Founder of Science Sparks
Primary Science is the primary journal of the Association for Science
Education and is sent to all primary members of the Association as
one of the benefits of membership. It is published five times a year.
Safety: Reasonable care has been taken to ensure that articles in
this journal do not suggest practices which might be dangerous,
and safety warnings are given where appropriate. However, the
Association for Science Education has not tested the activities
suggested and can therefore give no guarantee of safety. For
further advice on health and safety matters in primary science
education see Be safe! Health and safety in school science and
technology for teachers of 3- to 12-year-olds (4th edn, ASE,
2011)
Contacting the Association for Science Education:
Post: ASE, College Lane, Hatfield, Herts AL10 9AA
Tel: 01707 283000; Fax: 01707 266532
Email: [email protected]; website: www.ase.org.uk
© 2015, The Association for Science Education. The
Association is pleased to allow schools to copy articles
from this journal for their own internal school use.
Requests for reproduction for any other purpose should
be made in writing to the ASE. ISSN 0269-2465
The Association
for Science Education
Printed by Stephen Austin and Sons Limited, Hertford SG13 7LU.
22
Primary Science 118 May/June 2011
Issue 141 (Jan/Feb 2016) What’s out there? What is outside our
classroom … from the school grounds to the outer reaches of space
and how can we tap into it? And what is out there to support us in
the classroom that is practical, proving that all the theory really does
work – can children really construct their own learning from their
experiences or do they need more guidance than we think? And how
do you really plan a lesson?
Issue 142 (March/April 2016) Language of science (copy deadline 27 November 2015). How do you support EAL?
What about capturing use of vocabulary in ways other than writing
it down? When do you introduce vocabulary that is appropriate? In
an education system where literacy is so important, we want to make
links, but how do we allow the science to take the lead?
Issue 143 (May/June 2016) Family learning (copy deadline 5
February 2016). Bringing parents into science. How to produce
activities to do at home so science becomes alive.
Writing for Primary Science
Primary Science publishes articles on all aspects of primary science education,
including early years, and we welcome articles which:
support effective classroom practice in teaching, learning and assessing science;
give practical classroom ideas;
interpret (rather than simply present) research;
address issues relating to primary science education;
comment on controversial articles, issues and debates;
challenge teachers’ thinking about important changes.
Short contributions are very welcome, including notices, letters and short
responses to other articles. It may help you if you read one or two articles in PS
before beginning your own.
Here are a few guidelines to help you:
Text: Articles should not exceed 2000 words. Please submit in electronic form
by email if possible, or send three copies to the address below. Include your
name, position, postal and email address and a contact telephone number.
(Not all this information will be included in the article – only your name, job
title and email address (if you wish).) Try to use language that a range of
people (e.g. teachers, TAs, trainees, trainers) will find easy to understand,
avoiding jargon and clarifying age groups (e.g. year groups, grades, etc.) so
that international readers can make links to their own schools.
Illustrations: Please try to include illustrations. These can be in the form
of photographs, diagrams, sketches or children’s work. If you are sending
photographs electronically, please save them as high-resolution jpg files. If
including recognisable photographs of children you need to obtain written
permission from both the parents and the school.
If you have an idea and would like support in authoring or co-authoring an
article, contact a member of the editorial board through the contact details
below. All articles submitted are reviewed by editorial board members and the
process can take several weeks. You will then be contacted with a decision or
any comments or suggestions for revision.
After publication you will receive three copies of the issue containing your
article.
A more detailed version of these guidelines is available on the ASE website: www.ase.org.uk or by post from the ASE.
Contributions and comments:
Please send as an email attachment to: [email protected]
or post to: The Editor, Primary Science, ASE, College Lane,
Hatfield, Herts AL10 9AA.
The ideas and opinions expressed in this journal are not
necessarily those of the Association for Science Education.
Contents
Number 140 Nov/Dec 2015
Editor Tara Lievesley
3
Focus on… Into the melting pot!
4
Notice Board
5
Reflections on the use of tablet technology
Nicki Wise, Deb McGregor and James Bird describe the impact of
using iPads to help children aged 8 and 9 think about materials
8
Introducing evolution into the primary curriculum
Stuart Scrase, a year 6 teacher and the science coordinator at a Tower
Hamlet’s Primary School, reflects on teaching evolution for the first time
11
Using tablet technology – page 5
Freshly squeezed? I prefer concentrated!
Amy Strachan on the dangers of squeezing science in the curriculum
and how to inject science throughout the timetable
14
Making marble tracks can involve lots of fun as
well as STEM learning
Bert Nagel explains how it is possible to have 20 or more marble
tracks running for several weeks in your classroom
17
Modelling Darwin’s observations
– page 8
Science swap shop
Four-page pull-out for sharing activity ideas that can be photocopied
and used in class or taken home
21
A successful recipe for engaging primary school
children with industry
Clare Warren describes how the Centre for Industry Education Collaboration is engaging children in real-life industrial problems and
has opened her eyes to the educational opportunities industry can provide
24
Introducing the TAPS pyramid model
Sarah Earle, TAPS project lead, explains how this supports teacher
assessment
27
32
Working interactively in the
playground – page 11
Making
marble runs
and STEM
learning –
page 14
Approaches and activities for engaging children
with key ideas in science
Pauline Patterson from the Cams Hill Science Consortium shares a collection of their ideas on approaches and activities for teaching key
ideas in the new English National Curriculum
ASE editorial contact Jane Hanrott
Thinking skills and Bloom’s Taxonomy
Design/page makeup Colin Barker ndd
John Crossland explores the misuse of Bloom’s Taxonomy
Advertising Rebecca Dixon-Watmough 35 Reviews
Cover: Young children have plenty of creative potential – see page 32
Executive Editor Helen Johnson
The Association
for Science Education
Primary Science 103 May/June 2008