Emily Rose Seeber
Emily is a chemistry teacher and head of sciences at Bedales School in Hampshire. She writes a fortnightly column, Seeber’s Science, for Tes and a blog. She is interested in a wide range of areas, but is currently carrying out three pieces of action research: ditching sets for mixed attainment grouping; the impact of teaching the ‘mole’ as a tool, rather than as content in students’ conceptual understanding; and the use of collaborative problem solving to engage girls in chemistry and physics.
Emily is passionate about philosophy, and is in the process of making a massive open online course (MOOC) on the history and philosophy of science. She is currently studying for a master's in teacher education at the University of Oxford.
Students are expected to understand that scientific knowledge develops based on new evidence – here are four ways to illustrate how science advances
Scaffold moles to build confidence
Approaches that build students’ understanding of practical work over time