Science lessons often ask pupils to process abstract ideas, unfamiliar vocabulary, diagrams, models and practical observations all at once. This session explores how teachers can use selected ideas from cognitive science and neuroscience-informed research to make that complexity more manageable without oversimplifying the science.
The session will focus on three classroom applications: using dual coding to improve explanations and support understanding; applying cognitive load theory to design clearer instruction; and using retrieval practice to strengthen long-term memory.
Along the way, participants will consider where these approaches are most useful in science, where they can be misapplied, and how to adapt them for different contexts and age groups. This is a practical, evidence-informed session designed for classroom teachers and subject leaders who want to refine their teaching.
Participants will leave with a clearer understanding of the research base, concrete examples from science teaching, and strategies they can use to improve pupils’ learning, recall and confidence.
By the end of the session, participants will be able to: •identify key principles about memory and learning that are relevant to science teaching; •select and adapt dual coding strategies to support pupils’ explanations of scientific concepts; •apply cognitive load principles when planning explanations, modelling and tasks; •use retrieval practice in ways that support durable learning in science; •evaluate their own classroom practice for opportunities to improve clarity, retention and progression.
Background: When I started teaching, my training did not mention the brain - it was as if we'd forgotten that this is where learning happens! I have a degree in cognitive neuropsychology, so this seemed surprising. Happily, as my career progressed, the sector has moved on to a great understanding of the principles of cognitive science and I have been heartened to see the impact of this on students. Through classroom practice, collaboration with colleagues and engagement with research on memory and learning, I will share an approach that focuses on a small number of evidence-informed principles with clear relevance to science teaching. Rather than offering “quick fixes”, this session draws together practical strategies that have helped make explanations clearer, reduce unnecessary cognitive overload and strengthen long-term retention
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.
This session will present the design, implementation, and findings of a three year research and improvement project focused on raising the quality of science teaching and learning in high deprivation settings.
We worked with 32 primary schools to explore what improves science teaching — and what holds it back. You’ll hear how schools used science audits, teacher surveys, targeted CPD, and network meetings to build teacher confidence and strengthen classroom practice. We’ll share what changed, what teachers valued most, and how high-quality CPD helped schools understand their challenges and make improvements.
We’ll also discuss the real world barriers schools face — including high subject leader turnover — and what helped them keep making progress.
Participants will gain: • Evidence of impact, including clear improvements in teacher confidence, positive shifts in science teaching practice and excellent participant feedback on CPD quality • Insights into systemic challenges, particularly: - High turnover of science subject leaders and its effect on continuity - Practical strategies for supporting science subject leaders in high deprivation contexts - An approach for using deprivation related data to understand school needs and tailor support - Recommendations for sustaining improvement, even in schools with leadership instability
Background: Primary science teaching provision gaps in England remain strongly linked to socioeconomic deprivation. Schools serving communities with high levels of disadvantage often face additional barriers: limited departmental stability, fewer opportunities for sustained professional development and sometimes significant behavioural challenges.
This project worked with 32 schools across three ‘priority’ areas in the south-east of England (Edmonton, Medway and the North Thames Estuary) to understand their specific needs and to trial targeted support. The initiative combined school level diagnostic audits, teacher surveys, structured CPD, mentoring and ongoing collaboration through network meetings. The aim was to build capacity, strengthen subject leadership, and improve the quality of science teaching in a way that is responsive to each school’s context.
CPD and support was delivered across schools by Kulvinder Johal, Primary Science Mentor for the Primary Science Teaching Trust. Content was created by drawing on years of experience working in the classroom, backed up by research and findings on good primary science teaching in the sector.
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.
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!
Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy
I worked in primary schools for over twenty years as a classteacher, senior leader and Deputy Headteacher. I taught across Key stages 1, 2 and 3 in UK and in Spain. During this time I developed a passion for science, art and design, improvised drama, assessment for learning, creativity... Read More →
Primary Science Education Consultant / Co-Chair of the ASE
Claire Seeley has been a teacher for over thirty years in a wide variety of contexts including both inner city and rural schools England. Claire is also a Primary Science Consultant, providing both continuing professional development and initial teacher training. She has a passion... Read More →
Associate Professor of Science Education, Nottingham Trent University
I started my professional career as a classroom teacher and science lead in a London primary school. I was and remain passionate about classroom learning that promotes a scientific mindset alongside the development of an understanding of key scientific concepts. This professional... Read More →
I'm a Chartered Science teacher, the registrar and Project Officer for the ASE (running the Keeping Science Practical project). I'm a senior professional development leader for the Science Learning Partnership network and I help the Science Council promote their professional registers. I'm an ex-special school senior leader, an ex-science teacher and an OUP author. I jointly run the ASE's Inclusive Science Educati... Read More →
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.
PGCE Course Science Lead, Warwick University Centre for Teacher Education
Having been a physics teacher and Head of Department for over a decade, I am now Physics PGCE lead and a teaching fellow at the Centre for Teacher Education at the University of Warwick. I also take on freelance work and have supported OUP with the Kerboodle resources for the new... Read More →
We are proposing ‘Rich Retrieval’ as a teaching and learning strategy. Retrieval practice in primary science is often limited to the retrieval of discrete 'facts' using low-stakes quizzes. This may contribute to pupils having knowledge as lots of separate bits of information without understanding how they relate to each other. The retrieval of memories is ‘reconstructive’ - connections in the brain are reformed in the process of bringing a memory to mind - there is the possibility of not just strengthening those connections, but also extending them. We also know that dialogic talk in science lessons can improve conceptual understanding. So, we are exploring the premise that a richer form of retrieval can both consolidate and elaborate conceptual knowledge.
This session is based on our ongoing research into designing and evaluating retrieval activities for both consolidating and elaborating conceptual (substantive) knowledge in primary science. A team at Bath Spa University has been collaborating with teachers to develop and trial activities that use our Rich Retrieval strategies (known as 5Cs and a Q) to support the learning of key concepts for 7-11 year olds. A bank of 5-10 minute activities has been developed to match the current Key Stage 2 science curriculum for England, and we suggest that the Rich Retrieval strategies have a broader application. Our programme introducing this to primary teachers is currently being independently evaluated by the Education Endowment Foundation.
We see this research as an important example of how to bring together three different kinds of knowledge: science education research, educational neuroscience and teacher professional wisdom.
The workshop aims to: > Explain the rationale for the Rich Retrieval strategies in terms of cognitive neuroscience and science education research > Provide examples of Rich Retrieval activities and how to use them > Share insights from our research to date > Give participants the opportunity to share their experience of using retrieval in science lessons > Participants will leave the session with: > A deeper understanding of the potential of retrieval practice to support learning > Practical ideas about how to make retrieval practice richer > Questions about how to make the most of retrieval practice in their own context
AS students increasingly turn to tools like ChatGPT and Gemini, we introduce a student-agency framework to help learners use AI more critically rather than over-relying on it.
In this workshop computer science education researchers will work with science educators to begin adapting the agency framework for use in the science classroom.
This workshop will bring together two urgent agendas in science education: helping students make sense of climate and media-based claims, and ensuring they can see clear, meaningful progression into green and vocational futures. It will explore how science curriculum and qualification design can better connect scientific knowledge, evidence evaluation, real-world relevance and future pathways.
Participants will explore how science education can connect disciplinary knowledge with climate literacy, media literacy and green skills; consider how qualification design can make science more relevant and future-facing; and think about how curriculum, assessment and pathways can work together to support informed, motivated and aspirational learners.
Participants will leave with practical ideas for linking science teaching to climate and media literacy, a clearer understanding of how green skills and progression routes can be surfaced within KS4 science, and a stronger framework for thinking about relevance, engagement and future-facing qualification design.
Gardens and other ecosystems depend on pollinators, including bees. As the number of bees and other insects are declining at alarming rates worldwide (e.g., The number of recorded flying insects in the UK fell by 62.5% between 2021 and 2024 [Ball et al., 2024]; Australia is losing up to three species of native insects and other terrestrial invertebrates to extinction every week [Woinarski et al., 2024]), one in four native bee species faces extinction (Kopek & Burd, 2017). Since two-thirds of crops depend on insect pollination, these declines pose serious threats to food security and biodiversity (Feuerbacher et al., 2025).
Teachers can raise awareness of these issues and engage students with pollinators through GBL, which creates a context where students can experience and explore nature, and it offers many benefits to students (e.g., increased physical, cognitive, social-emotional, and self-care skills) (Taşçı & Keleş, 2021). As a matter of ecojustice, GBL also provides equitable access to green spaces, particularly for students from underserved communities (Authors, 2026; Schönfelder & Bogner, 2018; Taşçı & Keleş, 2021).
This presentation will showcase a new K-12 STEAM garden-based learning (GBL) curriculum that focuses on biodiversity and sustainability and was co-developed by an interdisciplinary team of classroom teachers, STEM education researchers, and scientists. We will disseminate evidence of the curriculum’s efficacy from our research with teachers and students. There will be space for questions and answers towards the end of the session.
This presentation involves sharing a new STEAM GBL curriculum with support materials and research results on the efficacy of implementation.
Outcomes: Participants will learn about and explore free, online resources that integrate social and emotional learning through the 3-H learning model (Hearts-on, Hands-on, Heads-on). Resources include 135 integrated K-12 STEAM GBL lessons, recommended children’s literature and reference books, 24 teacher and family resource sheets for sustainable gardens, citizen science projects, and 18 STEM career videos. A limited number of native bee colouring books will be available to the first arriving attendees, with online access for all participants.
Background: As a science educator and researcher with more than 40 years of experience in science education leadership, including 10 years of public-school teaching, I have led 4 transdisciplinary teams in developing curricula for K-12 students and PreK teachers, including work with National Geographic, Primrose Schools, the Ohio Department of Education, and USDA-NIFA. This session will focus on our most recent project.
There's a gap in the research on STUDENT perception and experience of microscale chemistry.
Why microscale - time, sustainability, ease (literature review of existing research).
The study: Mapped the AQA A level specification (including RPs) against existing microscale practicals. Students completed both activities, and then attended FG interviews and completed questionnaires. This study was conducted with two cohorts, each completing the macro and micro versions throughout Y12.
Findings from research project - what do the students think? Does it aid their understanding? Some interesting findings relating to SEND and cognitive load have been found (study still underway). The future: Exam boards are beginning to utilise microscale in exam-style questions (electrolysis example in GCSE Chemistry 2024), some discussion and implications.
Outcomes: Attendees will have a deeper understanding of the student experience during practical work, how microscale could be used in their classrooms, and what the benefits are for their students.
