School Science Review (SSR)

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  Año 2020, Vol. 102, Número 379

  • Science notes

    • Seleccionado

      Bad posture and fall alarms using a BBC micro:bit

      Steven Weir

      págs. 9-10

      
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      Simple experiments that may illuminate school geometry, algebra and science

      I. MacInnes

      págs. 11-12

      

  • Articles

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      Simple models for teaching and learning about the human withdrawal reflex

      Lee Leo Chi Chun, Sin Noddy Ho Long, Kennedy Kam Ho Chan

      • Resumen

      págs. 13-19

      
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      Representations of atomic structure in the logos of atomic energy regulatory bodies

      Barend Vlaardingerbroek

      • Resumen

      págs. 20-22

      
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      Should Earth be the last place to think about gravity?

      Philip Johnson

      • Resumen

      págs. 23-27

      
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      A longitudinal survey of teachers' attitudes to the reform of GCSE and AS/A-level sciences, 2015-2017

      Tony Leech, Neil Wade, Frances Wilson, Steve Evans

      • Resumen

      págs. 28-34

      
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      A Predict-Observe-Explain cycle to promote college students' scientific explanations

      Ozden Sengul

      • Resumen

      págs. 35-38

      
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      Booking into science: approaches and activities to encourage children and young teens to read science for pleasure

      Ruth Jarman, Joy Alexander

      • Resumen

      págs. 39-47

      
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      Auditing summative assessments: He need to increase creative reasoning in mathematics and science at lower secondary in ireland

      Ailbhe Garry, Aishling Reilly, Majella Dempsey, Ann O'Shea

      • Resumen

      págs. 48-54

      
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      Best Evidence Science Teaching: research evidence in action

      Lucy Atkinson, Lynda Dunlop, Judith Bennett, Peter Fairhurst, Alistair M. Moore

      • Resumen

      págs. 55-63

      
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      Practical suggestions for promoting science student actions to overcome social and environmental harms

      Dimitris Tsoubaris, Larry Bencze, Majd Zouda, Sheila Curtis

      • Resumen

      págs. 64-70

      
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      The use of the SOLO taxonomy to support the development of complex responses in science lessons in the English and Welsh education system

      Nicklas Lindstrom

      • Resumen

      págs. 71-79