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
How can we teach primary science in ways that are both rigorous and genuinely meaningful?
This interactive session explores how cross-curricular topics such as energy, climate, and sustainability can be taught through enquiry-driven, real-world contexts. Grounded in the primary science curriculum, it demonstrates how linking to geographical understanding—such as rocks and soils, water systems, habitats, environments, and human impact—can strengthen, rather than dilute, disciplinary knowledge.
Participants will take part in a practical renewable energy investigation, modelling how pupils can ask questions, test ideas, and interpret results. The session also introduces free, adaptable resources and shows how they can be used to support substantive and disciplinary knowledge and skills.
We will also explore how initiatives like the Great Science Share for Schools and Practical Action projects can provide purpose and audience for pupil learning, raising engagement and science capital. You will leave with clear, classroom-ready approaches that combine strong science pedagogy with meaningful context—without increasing workload.
By the end of the session, participants will: • Explore enquiry-based science lessons using real-world energy and sustainability contexts • Apply strategies to support pupils in asking questions, investigating, and communicating findings • Integrate opportunities for purposeful talk to strengthen scientific reasoning • Be ready to implement at least one practical, evidence-informed strategy in their classroom
Background: This session draws on classroom practice and cross-curricular curriculum development, with a focus on improving how pupils engage with complex scientific ideas such as energy and climate. My work has been shaped by integrating science and geography to provide meaningful, real-world contexts that support both conceptual understanding and pupil motivation.
I have collated, developed and trialled classroom approaches where pupils ask their own questions, investigate renewable energy systems, and communicate their findings—leading to improved engagement, confidence, and scientific reasoning.
Primary Science Education Consultant, Dr Jo Science Solutions
RSC Excellence in Primary Education Prize 2024. With both a teaching and science background, Dr. Jo Montgomery has more than 20 years’ experience working with children and schools to support science education from Early Years to university. Passionate about encouraging curiosity... Read More →
Physics in primary classrooms can sometimes feel difficult to teach confidently. Children often arrive with strong existing ideas about forces, light, sound or electricity, while practical activities can easily become focused on “doing” rather than understanding. This workshop explores simple, evidence-informed approaches that help teachers make physics teaching clearer, more purposeful and more accessible for all learners.
Using a range of classroom examples, participants will explore how to start with children’s thinking, make practical work more meaningful and develop pupils’ ability to talk and reason about physics. The session will examine approaches such as prediction questions, purposeful practical design, diagnostic discussion strategies, explicit vocabulary teaching and structured classroom talk.
The workshop focuses on small changes that can have a big impact on pupil understanding without requiring specialist equipment or advanced subject knowledge. Participants will leave with practical routines, questioning techniques and adaptable strategies that can be used immediately within primary science lessons. This session is particularly suitable for primary teachers, science leaders and teachers who may feel less confident teaching physics but want to strengthen pupils’ conceptual understanding and engagement.
As a result of attending, participants will be able to: > use strategies to elicit and respond to pupils’ existing physics ideas and misconceptions > adapt practical activities so that the physics learning is explicit and purposeful > structure classroom talk to support reasoning, explanation and participation > teach and reinforce key physics vocabulary more effectively > apply evidence-informed approaches to improve pupil understanding in primary physics lessons > identify at least one practical change they will implement in their own classroom practice immediately
Background: This workshop draws on my work supporting primary science and physics teaching through classroom practice, teacher development and subject-specific CPD. Over time, I have become increasingly interested in the small pedagogical shifts that can make a significant difference to children’s understanding of physics concepts. The session is informed by evidence and guidance from organisations including the Education Endowment Foundation, the Institute of Physics and the Ogden Trust, alongside research into purposeful practical work, oracy and misconceptions in primary science. It also reflects extensive work with teachers who often feel less confident teaching physics than other areas of science.
The approaches shared have been developed through trialling and refining strategies that help teachers move beyond “busy practicals” towards lessons where children think, talk and reason more effectively about the physics taking place.
Teaching and Learning Coach, Primary Partnerships, Ogden Trust
Amanda Poole is a specialist in primary science education and Chartered Science Teacher. As a physicist, she began her career as a secondary advanced skills teacher in Coventry and after holding a range of senior leadership roles in secondary education she moved into the field of... Read More →
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 →
Evolution is the most important concept in biology, yet it is often taught as an abstract topic with limited opportunities for practical investigation. Misconceptions surrounding evolution and natural selection remain common amongst students and the wider public, while teachers can face challenges relating to subject confidence, curriculum time, resourcing and practical accessibility. This workshop draws on ongoing PhD research at the University of Bath investigating how experimental evolution may support the teaching of evolution in a more engaging, accessible and evidence-informed way.
The session aims to: • explore common misconceptions surrounding evolution and natural selection; • examine current challenges and gaps in evolution education; • share emerging findings from an ongoing research project into experimental evolution in educational settings; • provide participants with hands-on experience of an experimental evolution activity using Pseudomonas fluorescens; • reflection on how inquiry-based practical approaches may support evolution education across diverse settings.
Participants will begin by exploring some of the most persistent misconceptions surrounding evolution, including teleological thinking, misunderstandings around “survival of the fittest”, and the idea that evolution only occurs over millions of years. Through discussion and short interactive activities, the workshop will examine why these misconceptions remain prevalent and how they may be reinforced unintentionally within teaching and popular culture. The session will then introduce an experimental evolution teaching package developed as part of an ongoing PhD project. Using genetically modified Pseudomonas fluorescens, the practical demonstrates the re-emergence of bacterial motility under selection pressure, enabling students to observe evolutionary change over a short timescale. Participants will engage with elements of the practical activity themselves and explore how the approach has been adapted to improve accessibility across a range of educational contexts, including schools with limited laboratory facilities.
Emerging findings from the study will be shared alongside discussion of inquiry-based learning, practical science, accessibility and student engagement. The session will conclude with opportunities for reflection and discussion around broader questions for biology education, including how evolutionary thinking might be more coherently embedded across the curriculum as a conceptual “golden thread”.
By the end of the session, participants will be able to: • identify common misconceptions associated with evolution education; • discuss barriers affecting the teaching of evolution in schools; • explain how experimental evolution can be used to support understanding of natural selection and adaptation; • evaluate the benefits and limitations of inquiry-based practical approaches within evolution education; • reflect on how evolutionary concepts could be revisited more coherently within biology teaching.
I am a science educator, evolution enthusiast and PhD researcher at the Centre for Evolution, University of Bath. I’m researching how we can teach evolution better, making it practical, accessible and a golden thread running throughout biology rather than something we wheel out... Read More →
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.
White Rose Education is proud to sponsor the Primary Programme of the ASE 2027 Annual Conference
Created by teachers, mathematicians and scientists, White Rose Education is dedicated to helping every teacher become a world-class teacher.
White Rose Science takes the highly successful approach we pioneered with White Rose Maths and transfers it to the primary science curriculum. It uses a “small steps” approach to science teaching, and closely follows the national curriculum for science for years 1 - 6. It gives... Read More →
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.
Professor, Dept of History and Philosophy of Science, University of Cambridge
Hasok Chang is the Hans Rausing Professor of History and Philosophy of Science at the University of Cambridge. He received his degrees from Caltech and Stanford, and has taught at University College London.
He is the author of Inventing Temperature: Measurement and Scientific Pro... Read More →
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.
White Rose Education is proud to sponsor the Primary Programme of the ASE 2027 Annual Conference
Created by teachers, mathematicians and scientists, White Rose Education is dedicated to helping every teacher become a world-class teacher.
White Rose Science takes the highly successful approach we pioneered with White Rose Maths and transfers it to the primary science curriculum. It uses a “small steps” approach to science teaching, and closely follows the national curriculum for science for years 1 - 6. It gives... 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
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.
Are your students working in groups but not truly thinking together?
In this session, we will explore how strategies such as purposeful oracy games can transform the quality of talk and argumentation in your science classroom. You will be introduced to a simple, repeatable structure that moves students beyond mere prediction to explaining their reasoning, observing with purpose, and reconciling their ideas with evidence. Rather than seeing/dialogue/ as an "extra," you will learn how to weave it into the fabric of your lessons, creating rich, productive environments where good talk becomes a habit.
We will discuss the small, manageable changes you can make to your everyday practice; from a short starter activity to a more extended investigation, that can have a transformative impact on student thinking, engagement, and scientific literacy.
We will also provide practical examples and a framework for designing these sequences, so they are easy to implement and highly effective.
Why do shadows change throughout the day? What causes the seasons? How can observations of the sky help students develop mathematical understanding?
This interactive session uses astronomy and Earth-space science phenomena as a context for mathematical inquiry and STEM sensemaking. Participants will engage in practical demonstrations and hands-on activities related to shadows, seasonal change, Earth’s motion, scale, geometry, and observation. Through simple classroom-friendly models and collaborative investigations, the session will highlight how mathematics can serve as a powerful tool for interpreting and explaining scientific phenomena.
The session will emphasize inquiry-based and cross-curricular approaches that encourage curiosity, observation, prediction, reasoning, and discussion. Activities are designed to be adaptable for upper primary, early secondary, and teacher education settings and will include ideas for both indoor and outdoor learning experiences.
Participants will leave with practical strategies, lesson ideas, and resources that support interdisciplinary STEM teaching while helping students see mathematics as meaningful, relevant, and connected to the world around them.
As a result of attending this session, participants will be able to: • use simple models and demonstrations to explain shadows, seasons, and Earth’s motion • facilitate interdisciplinary STEM activities that integrate science inquiry and mathematical reasoning • adapt astronomy-based investigations for classroom and outdoor learning contexts • support student observation, prediction, and sensemaking through hands-on learning experiences • identify opportunities for cross-curricular connections between mathematics and science
Background: This session draws upon interdisciplinary STEM teaching experiences developed through teacher education, classroom practice, and collaborative work focused on inquiry-based mathematics and science instruction. Our work explores how astronomy and Earth-space science phenomena can provide accessible and engaging contexts for helping students connect mathematical reasoning with scientific observation and real-world experiences.
The approach has been shaped through collaboration with STEM educators and ongoing work in teacher preparation focused on experiential learning, mathematical sensemaking, and cross-curricular STEM integration. Attention has been given to helping learners visualize abstract concepts through movement, modelling, measurement, and observation.
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.
Learning and Skills Manager, IOP and Perimeter Institute
I was a teacher of physics in Scotland for over 30 years before becoming the Scottish Education Manager for IOP in February 2019. Throughout this time I have been active in curriculum and assessment development and providing professional learning for teachers. I am a former Chair... Read More →
Physics teacher and Lead Practitioner Teaching and Learning, The Priory School Hitchin
Over the last few years whilst working as a physics teacher Simon has created sets of ideas for teaching physics organised by topic area which are shared freely on a Creative Commons non-commercial licence via the www.teachphysics.org website. The aim has been to bring together practical... Read More →
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
Research Fellow, University of York Science Education Group
I am a research fellow at the University of York where, in addition to empirical research, the focus of my work is the translation of research-evidence into classroom resources that support students' learning of science through the development of teachers' research-informed pract... Read More →
