ASE 2027 Annual Conference

The capability to image single molecules has revolutionised biology.

I will explain how these methods work and  how we are currently applying them to study the molecular basis of neurodegenerative disease.

Lastly I will describe how our early single molecule work on DNA polymerase led to the development of next generation DNA sequencing, now widely used, and the lessons that can be learnt from this experience.

Crucially, biology and psychology feed each other. Cortisol impairs working memory, which worsens worry, which keeps the amygdala firing, which sustains the stress response. The loop runs until something interrupts it, which is why both physiological strategies (controlled breathing) and cognitive ones (reappraising arousal as challenge, not threat) work.

By the end, participants will:
> understand the biological and psychological mechanisms driving exam anxiety
> recognise the difference between knowing material and being able to show it under pressure
> have practical strategies to help students break the anxiety loop from both directions

Background and context: Exam anxiety is common, and for many students it actively undermines performance - the familiar experience of a capable student who "goes blank" despite knowing the material.
This isn't simply nerves. When the brain appraises an exam as a threat, the amygdala triggers two stress responses: a fast one (adrenaline, via the sympathetic nervous system) and a slower one (cortisol, via the HPA axis). Cortisol directly impairs the prefrontal cortex and hippocampus - the very structures handling working memory and retrieval.
This is the biological mechanism behind the blank mind.

Research provides a means for exploring teaching and learning in classrooms and other contexts, with some studies suggesting new ways of working. Every year many science education Masters, PhD and EdD students develop an expertise in a specific area of science education which can provide useful insights into how science works in the classroom. Come along to this session to hear a range of findings arising from a number of these studies and join in discussions for those that interest you.

Photosynthesis and respiration are the chemical reactions that enable solar energy to fuel life on this planet. Photosynthesis is also where almost all living substances start their life.

• The energy pathway from solar to respiration underpins life on earth
• It helps students understand the origin of fossil fuels and our climate concerns
• It is made far too complex and complicated when part of the biology curriculum
• I argue that they need a place in the chemistry and physics curriculum not only in biology.

I have written and produced many resources to help students understand the associated physics (energy) and chemistry, which address misconceptions and simplify what are very complex biochemical pathways:

• FuseSchool short video which has had half a million views https://www.youtube.com/watch?v=3XIyweZg6Sw
• SSR articles
https://www.ase.org.uk/resources/school-science-review/issue-382/model-respiration-and-photosynthesis-in-which-oxygen-plays
https://www.ase.org.uk/resources/school-science-review/issue-349/fuel-and-food-are-not-made-energy-constructive-view

• Science issues resource. Www.scienceissues.org.uk
The talk will start with some questions teachers can use on their students to identify misconceptions. Participants will discuss their ideas in pairs (“Tell Each Other”)

I will show the FuseSchool Video and my simple “stretched oxides” photosynthesis model together with this very simple global diagram to show cross-curricular importance. [Can't attach pictue - it shows the degradation ove energy from sunlight to waste heat driving the cycling of matter: fuel+oxygen = carbon dioxide + water

We then debate how we can give these reactions more importance in future science curricula, linking it all with the need to help students understand the science behind climate change (specifically the origin of the extra carbon dioxide we are putting into the atmosphere).

We've all seen it: the student who can't focus for ten minutes in class will happily watch twenty or thirty science videos in a row on their phones.

Online science education has grown into a high-quality, mainstream part of how young people learn, sitting alongside the classroom rather than at its edges, and the best creators are now among the most influential science educators in the country. So what do they know that those in the classroom can borrow?

This session, chaired by Dave Allen, brings together some of the most successful science educators working on YouTube, TikTok and beyond for an open Q&A. Ask them how they grab and hold attention, turn a tricky topic into something memorable, and keep the science accurate under the pressure of the feed. It's a practical, honest conversation about the craft of engagement, the quality of learning that online education can deliver, and what genuinely transfers from a phone screen to a classroom.

Research provides a means for exploring teaching and learning in classrooms and other contexts, with some studies suggesting new ways of working. Every year many science education Masters, PhD and EdD students develop an expertise in a specific area of science education which can provide useful insights into how science works in the classroom. Come along to this session to hear a range of findings arising from a number of these studies and join in discussions for those that interest you.

Is Generative AI fair for all science learners? The Department for Education names supporting personalised learning as a use case for generative AI in education, while warning that generative AI content can be inaccurate, biased or out of context. Science teachers carry responsibility for managing diversity, equity, inclusion and supporting identity formation in their classrooms. Generative AI is now sits inside that responsibility, often invisibly, as it infers things about students from their names, work, vocabulary and interests.

This accessible session widens the conversation from bias to fairness, looking at how generative AI shapes aspects such as cognitive challenge, assessment, the language and the framing different students encounter in their science learning. Building on research presented at ASE in 2026 (Hedlund, 2025) and on ongoing work into bias and fairness through names and assessment, the session turns research into practical guidance for science classrooms across all phases.

The session is built around being the informed human in the science learning loop. You will explore what to watch for, the quick wins that improve fairness, the mitigated prompts and processes that change what generative AI gives to your students, and how to model critical generative AI use to the students you teach. The session is pitched for a range of confidence levels with generative AI, and is grounded throughout in the realities of the science classroom.

Outcomes

Delegates will be able to:
• Recognise when generative AI is inferring student identity and changing science output as a result.
• Use specific strategies, prompts and processes that support fair generative AI use in their classroom.
• Model critical generative AI use to their students as part of wider digital literacy in the new Curriculum.
• Discuss the fairness implications of generative AI in science learning with colleagues, leaders and students.

Our dedicated Chair Trio invite you to drop-in to the “Chair-Chat” sessions on one of the days of Annual Conference 2027. The Chair is a vital role to the ASE, and the elected Chair provides an authoritative voice for the thousands of members that the ASE supports, along with those working within the wider science education community. Those elected remain part of our Chair Trio for 3 years.

Got a question? Ever wondered about what goes on behind the scenes? Ever thought about getting involved in Committee activities? Are you wanting to know more about Professional Registration or writing an article in one of the ASE journals? First time attending our flagship Conference?

If this is your first ASE Conference, then please come along and say Hello.

We look forward to hearing your questions and will endeavour to answer them or point you in a selection of possible right directions!

This session focuses on the latest findings and recommendations from ASE’s International Science Teachers project, supported by the Gatsby Foundation

This session explores how inquiry-based learning (IBL) in primary science can move beyond procedural or “pseudo” inquiry towards authentic inquiry where children genuinely hold epistemic authority within the classroom.

Drawing on an ongoing PhD study at the University of Cambridge Faculty of Education alongside practical classroom implementation using White Rose Science resources, the session will examine the relationship between teacher identity, working scientifically and pupil voice in primary science.

Recent national conversations have highlighted that while substantive knowledge is increasingly secure, disciplinary knowledge and authentic scientific inquiry remain underdeveloped. In many classrooms, children are still receiving science rather than actively doing science. This session argues that the challenge is not simply a lack of resources or curriculum structure, but a teacher identity issue.

The session will share findings from collaborative Lesson Study cycles conducted in a Year 4 classroom with a high proportion of EAL learners. The research focuses on how teachers interpret classroom moments such as silence, misconceptions, uncertainty and pupil struggle, and how those interpretations shape whether pupils are positioned as passive recipients of knowledge or active participants in scientific meaning-making.

Participants will explore the distinction between transmission teaching, pseudo-IBL and authentic IBL, considering how subtle teacher responses can either open or close epistemic space for children. Practical examples from science lessons will demonstrate how small shifts in teacher behaviour, such as allowing productive silence, redirecting questions back to pupils and encouraging peer-to-peer scientific discussion, can significantly increase student voice and disciplinary engagement while still working within existing curriculum structures.

Practical examples from a Year 4 science classroom will illustrate a clear inquiry-based lesson structure centred on recurring working scientifically skills. Lessons begin with recap activities and image stimuli that encourage children to notice, wonder and connect prior knowledge. Throughout the lesson, pupils repeatedly apply the same scientific skill in different contexts while teachers observe carefully for misconceptions, uncertainty and participation, using these observations to shape shared anchor charts and individual science journal entries. Exit passes are then used to assess developing understanding.

The session argues that this approach depends on teachers being confident in holding epistemic space for pupils, a confidence developed through collaborative Lesson Study and identity-focused professional reflection. Delegates will leave with practical, manageable strategies for collaborative planning, observation and reflection that can be implemented immediately in classrooms and schools.

Whilst this session is proposed by White Rose Education, this session is not promoting White Rose Science, and is focussing on the PhD research. This is not a funded initiative. The PhD researcher is a WRS customer and we are supporting him in his research.

Inquiry-based learning is difficult to put into practice when we are teaching scientific content that is well-known and indisputable. If teachers already have the correct answers, why should students bother trying to find them out for themselves? Drawing from the history of science can help us find interesting questions that today’s mainstream science does not address and does not have ready answers to. I will illustrate this through examples taken from my previous and current work, including the anomalous boiling of water and the puzzle over the workings of the Voltaic battery. Taking inspiration from John Dewey, I focus on the experience of student. How can we help students have a true experience of science, both in experiencing natural phenomena and experiencing scientific inquiry? Dealing with phenomena that deviate from textbook descriptions can allow students to experience nature truly for themselves. Puzzling over how to make sense of such phenomena can give them the experience of actual scientific inquiry.

My discussion in this talk is part of a general attempt to enhance the interaction between science education and the history and philosophy of science (HPS). Despite great efforts by Michael Matthews, Douglas Allchin and others, HPS remains on the fringes of science education, and science education is not a major concern in mainstream HPS. This is a lamentable situation. On the side of philosophy of science, there is obvious potential for engagement with the teaching of the nature of science. From the history of science, I think the most promising contribution is to help students (and teachers) realise that respected past scientists have investigated nature in different ways from what we are now accustomed to, and that there is value in revisiting these alternative approaches.

This interactive workshop will give you a grounded, practical exploration of how AI can support workload reduction without creating additional stress, unrealistic expectations, or dependence on technology.

You will explore real examples of where AI can save time, including planning support, summarising information, drafting routine communications, adapting content for different audiences, generating starting points for resources, and reducing repetitive administrative tasks. Through discussion and short practical activities, you will consider how to evaluate when AI is genuinely useful, when it may be inefficient, and where caution is needed.

A key focus will be on critical use rather than blind adoption. You will consider issues such as accuracy, bias, safeguarding, privacy, and the importance of maintaining professional oversight.

Designed for educators and professionals who are curious about AI but want realistic, manageable approaches rather than technical deep dives or exaggerated claims, this session will leave you with practical ideas, increased confidence, and a clearer understanding of how AI can support, but not replace professional expertise.

Following this session, participants hopefully will be able to:

* Identify appropriate tasks where AI may reduce workload effectively.
* Critically evaluate whether AI is the right tool for a specific task.
* Apply simple AI-supported strategies to improve efficiency in planning, communication, and organisation.
* Recognise common risks and limitations when using AI in professional settings.
* Use AI more intentionally, ethically, and with clearer professional boundaries.
* Trial at least one realistic AI workflow within their own practice.

This workshop challenges teachers to rethink how molar relationships are introduced and taught. Moving beyond the traditional reliance on formulae such as moles = mass ÷ Mr and moles = concentration × volume, it presents a more intuitive, proportional based approach aligned with mathematical reasoning.

Participants will explore how teaching mole calculations through proportional relationships can deepen conceptual understanding, reduce cognitive load and improve student confidence in tackling quantitative chemistry problems. By connecting chemistry more explicitly with familiar mathematical strategies, this approach supports learners in making sense of problems rather than memorising procedures.

Designed for both early career and experienced teachers, the session will provide practical classroom strategies, worked examples, and opportunities to reflect on current practice. Delegates will leave equipped with adaptable methods to enhance student understanding and attainment.

The aim of this session is to support teachers in applying a decolonial lens to their primary science teaching practice. It will encourage participants to explore parallel ways of knowing and to acknowledge how colonial legacies continue to shape our current education systems. We will demonstrate how to link historical and indigenous epistemologies to Western understanding and applications of science and suggest how these ideas can be taught concurrently.  

Concrete classroom and whole‑school examples of this approach will be shared, alongside discussion of their impact on children’s attitudes, beliefs and engagement with science. In addition, the session will disseminate evidence from our research into the use of generative artificial intelligence in identifying and producing resources to support teaching through a decolonial lens.

We will start with an introduction for the need to decolonise the primary science curriculum and an overview of what this entails, and discuss tried and tested classroom and whole‑school examples. We will also include a review of research into how GenAI can be used to source specific materials for this approach and offer delegates an opportunity to trial GenAI prompts to source materials, ending with a brief Q&A.

I have explored Mars with the Curiosity Rover, orbiters and Martian meteorites.

This talks summarises how we have reached a new understanding about the evolution of Mars and its Habitable, ‘Warm and Wet’ ancient past, and how we plan to continue exploring Mars with new missions – robotic and human.

Join us to relax and unwind during lunchtime at the ASE Annual Conference. Enjoy three stunning short films showcasing fascinating wildlife and their ecosystems.

‘The Caretakers’ is a journey into the weird, wonderful and truly astonishing lives of the small yet mighty creatures who keep the world turning – beetles. They have been successful for millions of years, but they’re in serious trouble; what does the future hold for these incredibly important animals, and for us if they disappear? 21 minutes. Director – Tom Hanner

‘Creatures of the Kaleidoscope’ Explore one of natures most magical creatures, the Cuttlefish. Embark on a mesmerising journey of nature’s living kaleidoscopes. Follow these elusive creatures as this documentary delves deep into the extraordinary lives of these remarkable cephalopods, see their unique abilities as they morph into a stunning array of colours and shapes in a blink of an eye. Witness the incredible transformation from vulnerable prey to cunning predators, navigating the vast oceans ever changing surroundings and dangers. 18 minutes. Director – Hannah Jodie Alexander

‘Fascinating World of Wood Ants’ This film visualizes the lifecycle of Wood Ants and emphasizes their vital ecological role in the ecosystem. It showcases their journey, social dynamics, and ecological contributions, highlighting the importance of preserving their habitats in the face of environmental challenges. 11 minutes. Director – Siddique Salim Khan

These short films are kindly made available for viewing at ASE’s Annual Conference through ASE’s long-standing collaboration with the Museo de Ciencias of the Universidad de Navarra.

Join the team working with the Department for Education to develop the reformed Science Programmes of Study in England and GCSEs subject content as we outline the priorities and evidence underpinning the drafting process. This session focuses on KS3 and KS4 plus transition from KS2 and KS1.

Please note the other sessions in the conference programme, on KS1 and KS2, and on biology, chemistry and physics at KS3 and KS4.

The biennial Science on Stage Festival took place in Klaipeda, Lithuania in May 2026.  

The Science on Stage Festival brings together hundreds of teachers from across Europe and beyond to share and innovate strategies for teaching science at all levels, from early years through primary to secondary.  In this session, members of the Science on Stage delegation which represented the UK at the Festival will describe and demonstrate some of the best bits from Klaipeda.

This session is being co-ordinated and chaired by Stuart Farmer, Chair of the Science on Stage UK National Steering Committee, along with some of those representing the UK in Klaipeda.

This session will explore alternatives to mainstream behaviour management policies, by drawing from examples in an alternative provision setting. The session will challenge the traditional rewards and sanctions system and the use of detentions by showing how these systems fail to engage pupils in education in a meaningful way and ultimately leads to harm to all students, but particularly those from disadvantaged backgrounds and those with SEND. It will then explore an alternative approach, using genuinely trauma-informed practice and instilling an intrinsic engagement in learning. We will cover our approach and what can and cannot be easily applied in a mainstream setting.

Outcomes:
Participants should gain:
- an understanding of how and why the current paradigm of behaviour management is not appropriate for a range of learners
An ability to challenge standard approaches to behaviour.
- knowledge of alternative approaches from AP settings and how these can be used to transform behaviour management and policy in mainstream settings

Background: This session is based on our experiences working in an alternative provision setting for the past 4 years...

- at the 2026 Conference, many people Matthew spoke to were interested in our setting’s unique approach to behaviour, specifically the lack of any sanctions or rewards system, and how we successfully educate pupils who have been unable to engage in mainstream, including those who have been permanently excluded.

- this session combines Matthew’s insight as a science teacher and Elijah’s MEd research. It will consider classroom approaches but will also address broader issues and themes in education and will hopefully be of interest to a range of audiences.

- those in leadership positions will have more opportunity to implement school-wide structural changes, but I hope that those in standard teaching roles will also gain from the session and be able to adapt their own practice within the confines of a wider school policy.

This session focuses on a 5 year research and development project SCIENCE NINJAS that CLEAPSS and King's College London undertook with teachers in primary schools. It will chart the developmental journey we took in framing and adapting the professional learning work that we undertook with primary teachers, across KS1&2, as they explored and experimented with both increasing the amount of practical activities they did with their classes and how they focused in on the teaching and assessment decisions they needed to take to support science learning through practical work.

This project was built on a collaborative approach with classroom teachers, CLEAPSS teacher educators and researchers from King's. Each of these groups has benefitted greatly in their knowledge, understanding and skills required to ensure practical activities in primary not only engage children but help them learn science. In our talk we will report on how science NINJA leads from the research schools have perceived the impact of the project on their children, their teachers and themselves and what they have found beneficial and tricky in steering the professional learning during this project.

This will be topped with reflections from the CLEAPSS and King's team. So come along and have a taste; we promise their will be delights as well as treats to take back to your own classroom or share with interested colleagues.

Join ASE and our partner, University of York Science Education Group, for the launch of our Dialogic Teaching in Primary Schools MOOC.

This resource is supported by the Templeton World Charity Foundation as part of ASE’s Sustaining the Impact of Big Questions in Classrooms in Science Education initiative

Participants will experience a series of short science-learning episodes designed to model how prediction and the five CASE pillars can foster effective scientific argumentation. Through carefully structured dialogic activities, participants will discuss scientific contexts, make and justify predictions, evaluate competing explanations and reflect on the pedagogical moves that support productive classroom talk.

The session will briefly introduce the theoretical foundations of CASE and the role of prediction in generating cognitive conflict and conceptual engagement. Participants will then work collaboratively through classroom examples that demonstrate how prediction tasks can stimulate reasoning, evidence-based discussion and metacognitive reflection.

Throughout the session, participants will analyse how teacher questioning, social interaction and task design contribute to an environment where scientific argumentation can flourish. Time will also be provided for reflection and action planning so participants can consider how these approaches could transfer to their own contexts.

Background:  Scientific argumentation is increasingly regaining recognition as central to high-quality science education, yet many classrooms still struggle to move beyond short-answer recall or teacher-led questioning. This workshop explores how prediction, when deliberately integrated within the CASE framework, can help create conditions in which students are more willing to articulate, defend and reconsider their thinking.
The conditions that researchers such as Osborne, Kuhn and Erduran have insisted are necessary for successful argumentation will be explored in relation to the CASE pedagogy.

The way that eliciting predictions and explanations creates a classroom culture for dialogic teaching to flourish will be demonstrated throughout the presentation. The presenter has developed and refined approaches that combine the established CASE pillars with explicit prediction routines to encourage deeper reasoning and richer pupil talk. The session is informed by research into cognitive conflict, social construction of understanding and the role of exploratory discussion in science education.