All Opinion articles – Page 11
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Opinion
What I’ll do differently next year
Peter Banks considers how he'll improve his schemes of work for the next academic year
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Opinion
The case for inquiry-based learning
Michael Seery continues his critical look at inquiry-based learning
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Opinion
Scholarship of teaching and learning
Tina Overton discusses the need for scholarship of teaching and learning in higher education
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Opinion
The case against inquiry-based learning
Michael Seery takes a critical look at inquiry-based learning
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Opinion
Should we care if students enjoy lessons?
Kristy Turner asks if a student's opinion of their learning experience really matters.
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Opinion
Power to the profession
Science teachers can take the lead within a new College of Teaching, and show other teaching communities the way, says John Holman
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Opinion
Building better science communicators
Kristy Turner explains why science teachers should help develop student literacy
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Opinion
The end of practical work in UK schools?
Mary Whitehouse considers what the results of Ofqual's consultation on GCSE science practical assessment mean for teachers and students
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Opinion
The view from Germany
After moving to Germany from the UK, Laura Howes looks at the differences and similarities in science education
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Opinion
A message from Bill Bryson
As the deadline for entries into this year's Bill Bryson Prize approaches, Bill talks about what being involved in the science communication competition that bears his name means to him
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Opinion
Using video for lab reports
Michael Seery discusses how creating videos in the lab can improve students' practical skills
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Opinion
In defence of textbooks … ?
Kristy Turner explores the utility of a very old education technology
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Opinion
Addressing the STEM UK skills shortage
Shaun Reason examines CaSE’s proposals to make the UK a leading scientific nation
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Opinion
Chemistry: the ultimate facilitating subject?
Kristy asks: why is chemistry such a prized qualification for entering higher education?
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Opinion
What do we want our students to be?
We need to convert our students from consumers into creators, says David Smith