Blog Archives

Rules of engagement: 5 takeaways for research impact from the award-winning ASPIRES project

  Tatiana Souteiro Dias and Emily Macleod.  Collaboration with individuals and organisations beyond academia for the benefit of society is an increasingly important part of research teams’ activities. But how can academics achieve this when there are so many competing

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Posted in Evidence-based policy, Research matters, Teaching, learning, curriculum & assessment

Evolution: as a religious professor of science education, I believe we should rethink how we teach it

Max4e Photo/Shutterstock Michael Reiss. Evolution is near universally regarded by the scientific community as a cornerstone of modern biology. Treating it as anything other than incontrovertible fact can therefore incur the wrath of scientists, who highlight the extensive depth and

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Posted in Teaching, learning, curriculum & assessment

It’s time to ‘open up physics’ if we want to bring in more girls and shift the subject’s declining uptake  

Rebekah Hayes.  Despite numerous campaigns over many years, getting more students to study physics after GCSE remains a huge challenge. The proportion of students in the UK taking physics at A level is noticeably lower than those studying other sciences.

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Posted in Employment and skills, Teaching, learning, curriculum & assessment

Improving science participation: Five evidence-based recommendations for policy-makers and funders

Science Capital Team.  To continue with science post-16, young people must achieve certain levels of understanding and attainment. Crucially, they must also feel that science is a good ‘fit’ for them – that science is ‘for me’. Drawing on more

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Posted in Employment and skills, Evidence-based policy, Further higher and lifelong education, Teaching, learning, curriculum & assessment

What kinds of activities will encourage more students from disadvantaged backgrounds to keep studying science?

Tamjid Mujtaba.  I have worked on a range of projects as a mixed-methods researcher over the years although none as quite exciting as  Chemistry for All,  a longitudinal project funded in 2014 by the The Royal Society of Chemistry. Why

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Posted in Research matters, Teaching, learning, curriculum & assessment, Uncategorized
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