ASE 2027 Annual Conference: Full Schedule

The ASE is delighted to be hosting its’ 2027 Annual Conference at the University of Northampton from 7th to 9th January.

08:45 GMT

Why did they leave? Exploring the reasons physics teachers left teaching

Thursday January 7, 2027 08:45 - 09:40 GMT

LH321 (Learning Hub Level 3)

There continues to be a physics teacher recruit and retention crisis across the nations of the UK.
There is little point in governments investing heavily in teacher recruitment if qualified teachers then leave the profession in large numbers.

With this in mind, Mark Whalley and Stuart Farmer have conducted research in both England and Scotland into identifying the reasons why physics teachers have recently left the profession. In this session, these reasons will be explored and comparisons made between the situations in Scotland and England, which factors are in common and which are different in the two nations where there has been an increasing divergence in educational policy in the last two decades. How do factors such as accountability and performativity, administrative workload, pupil behaviour, relationships with colleagues, and career progression routes impact on teacher wellbeing and their decisions to stay or leave teaching?

Speakers

Stuart Farmer

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 →

Mark Whalley

Senior Lecturer in Education, University of Chester

I'm a senior lecturer in Educational Leadership at the University of Chester. My main teaching covers Professional Learning and Change Leadership but I also tutor across the MA Educational Leadership programme. My principal research interest is in teacher retention and by focusing... Read More →

Thursday January 7, 2027 08:45 - 09:40 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Recruitment Retention and Wellbeing, Research
Key Stage / Audience Type Teacher Developers, Initial Teacher Educators, 11-14, 14-16, Post-16, Advisors/Consultants, Researchers

08:45 GMT

BERG: Learning about biology in the Early Years

Thursday January 7, 2027 08:45 - 09:40 GMT

LH231 (Learning Hub Level 2)

The initial learning about biological organism, naming, form and function, begins in the earliest years before any formal learning facilitation and builds on the child’s understanding. These foundations are rarely discussed in training and with communities. This talk will cover how earliest learners construct undemanding of themselves and other organisms in form, function and habitat. This knowledge is from research, teaching and observations. Learners learn their biology beginning with experiencing their needs and actions as a biological organisms. Such understanding forms the basis of their subsequent interpretation of species and is the basis of subsequent anthropomorphic interpretations. Their interactions and observations of the Environment and organisms, contributes to their understanding in three categories, identified from everyday environment Applying a grounded theory analysis of the observations they made and what caught their interest, and on their narratives verbal and actions. These categories emerged:

1. NAMING and HABITATS - identification of organisms, naming, personal names, everyday names and scientific perhaps, locations, criterial attributes.

2. SYSTEMS - interrelationships horizontally and vertically.

3. TIME – much is not instant - germination, dimension, evolution, life cycles, change in form and function which for the early years is a very difficult idea. Identify the sequence in which names, form, function and behaviours are learnt.

The learner’s understanding develops progressively with age and opportunities to observe and interact with plant and animals. As children are biological beings, they acquire an understanding of basic life functions from first-hand experience as well as a rudimentary understanding of the biological form and function of organisms in their relationship with the environment, (Ghazili and Tolmie, 2014).

In the first quarter of the 21st century, the situation has not improved since educational researchers wrote in at the turn of the century that’ insufficient work has not been done on how children view living organisms in their environment ,Tunnicliffe and Reiss, 1999a). Such acquisition of understanding is in stages. From the first image animal shape in a soft toy replicating an animal to sightings in the environment, or images on various media. And Plant sightings in their everyday. lants are frequently neglected in formal study, there id still a ‘plant blindness’ (Wandersee and Schussler, 2001).

As the. Early leaner meets various organisms they acquire some understanding which is extended through formal teaching. Young children name animals and plants. Usually the first name becomes the superordinate category. For example, if the first object noticed and named in the sky is bird, anything else observed thereafter, e.g. a plane is called ‘bird’. Similarly green ‘objects’ that do not move around are ‘plants’, subcategories referred to by everyday names such as weeds, fruits, vegetables, flowers, trees. grass . This learning persists often in everyday life for use however, despite subsequent teaching. Learning about the biological world is crucial in developing understanding and action in managing a sustainable world (Tunnicliffe and Reiss, 1999) but there is a long way to go yet.

Speakers

Dr Lady Sue Dale Tunnicliffe

Patron / Retired Reader in Science Eduction IOE, CASTME and UCL IOE

Dr Sue Dale Tunnicliffe was Reader in Science Education at UCL IOE, an experienced teacher of all ages, as well as at universities. Sue is a Former OFTSED inspector and Head of Education at the Zoological Society and has published both academic papers and 13 books . Sue is particularly... Read More →

Sponsors

Miss Estruch Teach & Tell

Miss Estruch Teach & Tell is the proud sponsor of the Biology Education Research Programme (BERG) on Thursday of Conference,

'Teach & Tell is run by Miss Estruch (Katie Estruch), a biology teacher since 2009 and former Head of Department, now helping teachers get their most valu... Read More →

Thursday January 7, 2027 08:45 - 09:40 GMT
LH231 (Learning Hub Level 2)

Primary

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type 5-7, 7-11, 0-4, Trainee Teachers, Researchers

08:45 GMT

Co-developing spatial computing climate change play toolkit with children

Thursday January 7, 2027 08:45 - 09:40 GMT

LH124 (Learning Hub Level 1)

This interactive workshop introduces a proof-of-concept student toolkit for using spatial computing to support climate change education in primary-aged multicultural settings. The session draws on my doctoral research at the University of Leeds, which examines how spatial computing can be co-developed within a climate change play curriculum with Indonesian and Malaysian children living in the UK.

The aim of the session is to share a research-informed and practice-facing approach to climate change education that is child-centred, culturally responsive and suitable for primary-aged learners. Rather than presenting technology as a novelty, the session considers how virtual reality, augmented reality, digital mapping, LEGO robotics and 3D modelling can help children explore climate change causes, impacts, mitigation and adaptation through active, visual and playful learning.

The session will begin with a short introduction to the research context and the meaning of spatial computing in primary climate change education. I will then share examples from six participatory workshops, showing how children’s discussions, drawings, digital artefacts, mapping activities and reflections shaped the toolkit’s content, learning approaches and activity design. These examples will include children’s use of VR to explore climate-affected environments, digital maps to compare climate issues across countries, LEGO sensors to model environmental systems, and AR/3D modelling to design climate solutions.

The main focus will be the student toolkit developed from the research. By the time of the conference, this toolkit will have been reviewed with children through a co-review workshop. This is not presented as a final validation exercise, but as part of the wider co-development process, where children’s responses help refine the clarity, relevance and usability of the resource.

Participants will examine selected toolkit activities and consider how they might work in primary classrooms, after-school clubs, teacher education or informal learning settings. Using a short feedback template, they will reflect on the toolkit’s climate change content, use of spatial computing, opportunities for children’s participation, cultural responsiveness and practical classroom feasibility.

By the end of the session, participants will be able to identify ways of using spatial computing to support climate change learning, explain how children’s contributions can inform curriculum development, and critically consider how a proof-of-concept toolkit can be adapted for their own educational context.

Speakers

Muhammad Zulfadhli Kamarudin

Postgraduate Researcher, School of Education, University of Leeds

Thursday January 7, 2027 08:45 - 09:40 GMT
LH124 (Learning Hub Level 1)

Primary

Theme Sustainability climate change and environmental issues, Using AI and technologies in teaching and learning
Key Stage / Audience Type International, Initial Teacher Educators, Trainee Teachers, Early Career Teachers, 7-11, Researchers

08:45 GMT

Under the microscope: What science teachers really think about the New Curriculum

Thursday January 7, 2027 08:45 - 09:40 GMT

LH323 (Learning Hub Level 3)

This session will unpack the biggest trends shaping science teaching right now, including how teachers are reacting to the changes to the national curriculum, and what it all means for anyone just starting out in the profession.

Teacher Tapp surveys over 10,000 teachers every day, giving us a unique, real-time picture of what's changing in science classrooms, from practical work and curriculum shifts to workload and AI adoption.

Speakers

Grainne Hallahan

Head of Community, Teacher Tapp

Thursday January 7, 2027 08:45 - 09:40 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Curriculum (General), Curriculum Change in England
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Early Career Teachers, Trainee Teachers, Researchers, Initial Teacher Educators

09:55 GMT

BERG: Re-framing the quadrat beyond counting daisies

Thursday January 7, 2027 09:55 - 10:50 GMT

LH231 (Learning Hub Level 2)

The session presents a research-informed reconceptualisation of the quadrat through two complementary lenses.
First, informed by Barad’s agential realism and sociomaterial perspectives, we consider how tools actively shape knowledge, attention, and experience. Through iterative design and reflection, we have developed approaches that disrupt conventional ecological practices, incorporating art (e.g. Dürer’s Great Piece of Turf), narrative, and structured noticing to broaden engagement with ecological complexity.

Second, LCT (Maton), particularly its semantic dimension, offers a framework for analysing how learning moves between concrete experiences and abstract concepts. In ecology, this involves shifts between everyday observations and disciplinary language. Examining these shifts across classroom and field contexts helps explain how knowledge and disciplinary understanding develop. This work builds on Sanders and Davies (2023) and aligns with current priorities in science education.

Participant Experience
Participants will rethink the quadrat as a tool for exploring ecosystems, interdependence, scale, and human–environment relationships. Drawing on Barad and Maton, we examine how every pedagogical choice creates an “agential cut,” foregrounding certain aspects of the natural world while excluding others.

Participants will engage with the Toothpick Safari, a flexible, narrative-based alternative to traditional quadrat work. Examples from school and teacher education contexts show how this approach encourages richer discussions about interdependence, multiple scales (micro to macro), deep time, evolution, and human impact.

The session models how uncertainty and open-ended inquiry can be productive in teaching, supporting deeper ecological understanding. Participants will also reflect critically on their own use of tools, tasks, and instructions.

Outcomes - by the end of the session, participants will be able to:

Recognise the agential cuts within their teaching practices

Use quadrats to support narrative, relational, and inquiry-based learning

Design adaptable outdoor activities that prioritise noticing over counting

Explain how material tools shape what counts as knowledge in science

Connect classroom and outdoor learning to support ecological understanding and disciplinary language development.

This session supports teachers, teacher educators, and outdoor learning practitioners to rethink the quadrat as more than a measuring device, positioning it instead as a tool for ecological inquiry. Participants will explore how Karen Barad’s concepts of agential cuts and intra-action can deepen outdoor science learning, and how Legitimation Code Theory (LCT), particularly semantics, helps explain shifts between classroom preparation, fieldwork, and follow-up meaning-making.

Through first-hand, narrative-based approaches, participants will experience alternatives to traditional quadrat activities used with school students and pre-service teachers. The session also invites critical reflection on how teaching decisions influence what students notice, value, and come to understand in ecology.

This work arises from concerns that ecology teaching often prioritises counting and sampling over relationships, meaning-making, and ecological thinking. Drawing on collaborative work across teacher education contexts in London and Gothenburg, involving both pre-service teachers and school students, we began to question the pedagogical role of familiar tools such as quadrats.

Speakers

Charlotte Lennartsdotter

Doctoral Student, University of Gothenburg

Dawn Saunders

Professor in Biology Education, University of Gothenburg

I am excited by art/ecology, indoor/outdoor science education border crossings and particularly enjoy working with research questions that emerge from teaching.
Especially excited by plant-based science. Looking forward to the conference. #plant-blindness #plant awareness disparit... Read More →

Sponsors

Miss Estruch Teach & Tell

Thursday January 7, 2027 09:55 - 10:50 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Practical work including beyond the classroom, Research
Key Stage / Audience Type 14-16, Researchers, International

09:55 GMT

Behind GCSE science pathways: How science HoDs make curriculum decisions

Thursday January 7, 2027 09:55 - 10:50 GMT

LH344 (Learning Hub Level 3 lab-type space)

This session shares findings from an Interpretative Phenomenological Analysis (IPA) doctoral study exploring how Heads of Science experience and make sense of GCSE science pathway decisions in secondary schools.

Rather than focusing on outcomes alone, the session explores the lived realities of curriculum decision-making — including tensions between accountability measures, student perceived ability, staffing constraints, and aspirations for equity in science education.

Participants will gain insight into how departmental leaders interpret and negotiate competing pressures when constructing science pathways, and how these decisions shape access to science at Key Stage 4. The session will invite reflection on how curriculum structures are experienced in practice, and what this means for equity and progression in science education.

Speakers

Stephanie Featherstone

Doctoral Researcher, University of Dundee

I am a science educator and researcher with experience teaching and leading science departments across a range of UK schools. I am currently Head of Science at Radnor House Sevenoaks and have previously held senior leadership roles in science education. My doctoral research explored... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Other, Curriculum (General), Leadership, Research
Key Stage / Audience Type Researchers, Initial Teacher Educators, 14-16

09:55 GMT

Keynote: Disciplinary oracy in the science classroom

Thursday January 7, 2027 09:55 - 10:50 GMT

LH013 & LH014 (Learning Hub Ground Floor)

Oracy is set to have a renewed emphasis in the revised National Curriculum, but what is the opportunity for oracy in the science classroom? In this keynote, Amy Gaunt will explore what it means to learn to and through talk in science, supporting students to develop their disciplinary knowledge and understanding while also learning to speak, listen and communicate like scientists.

Through discussion and practical activities, delegates will experience oracy in action and consider the opportunities for creating authentic and meaningful contexts for talk across their own science classrooms and departments.

Speakers

Amy Gaunt

Amy Gaunt is Director of Education at Voice 21, the national oracy charity which exists to increase access to high-quality oracy education.

She is co-author of Create an Oracy Curriculum (2026) and Transform Teaching and Learning through Talk: the Oracy Imperative (2019... Read More →

Thursday January 7, 2027 09:55 - 10:50 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Curriculum (General)
Key Stage / Audience Type International, 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, Post-16, Researchers, Teacher Developers, Trainee Teachers

11:15 GMT

(IRIS) From enrichment to entitlement: teaching research and innovation at secondary school

Thursday January 7, 2027 11:15 - 12:10 GMT

LH323 (Learning Hub Level 3)

Curriculum debate across the four nations keeps returning to one question. What is science education for? The answers point towards young people who can ask a good question, weigh evidence and contribute something new. Yet working scientifically is often reduced to practical technique, and the disciplinary knowledge behind real research goes untaught. Where research does appear it is usually optional, so the students who would gain most are least likely to meet it.

The Institute for Research in Schools (IRIS) has worked with over 10,000 students to carry out research. Getting Started with Research is what teachers told us they need to support research and innovation in schools.

What you get: Getting Started with Research is a free lesson programme for students, fully resourced and ready to teach. Lesson plans, slides, worksheets and a knowledge progression map. It builds a shared model of the research cycle, then teaches how researchers find and judge evidence, how curiosity becomes a testable question, who does research, and how students plan an enquiry of their own.

It is designed the way you already plan. Outcomes first, knowledge specified lesson by lesson, misconceptions named, retrieval and modelling built in, reading age controlled. It strengthens working scientifically rather than competing with it, and it maps to the curriculum in all four nations.

Aims and outcomes - In this session we will:

> show why research and innovation are better taught explicitly than left to chance

> walk through the lesson sequence and the knowledge each lesson builds

> show how it fits existing schemes of work, progression pathways and the enrichment you already run

Delegates will leave able to identify where research knowledge is currently assumed rather than taught in their own curriculum, and with free access to the full programme. Time is protected for questions.

Speakers

Georgina Lott

Head of Education Innovation, Institute for Research in Schools (IRIS)

Kelly Murfet

Education Innovation Lead, Institute for Research in Schools (IRIS)

https://www.linkedin.com/in/kelly-murfet-8a9065348/

Sponsors

Institute for Research in Schools (IRIS)

The Institute for Research in Schools
Our mission is to change the culture in UK education so that every young person experiences real research.

We do this by:Providing opportunities for young people to carry out research projects and share their findings with the worldEmpowering... Read More →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH323 (Learning Hub Level 3)

11-19

Theme Research, Curriculum (General)
Key Stage / Audience Type 11-14, 7-11, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Researchers, Teacher Developers

11:15 GMT

AI use in Trainees and Early Career Teachers

Thursday January 7, 2027 11:15 - 12:10 GMT

LH324 (Learning Hub Level 3 lab-type space)

This session will explore how AI is influencing trainee and early career teachers beyond practical use, focusing on professional identity development in a changing educational landscape.

You will hear findings from research into how trainee teachers are currently using AI to support planning, learning, reflection, and professional practice, alongside key themes around confidence, dependency, authenticity, and perceptions of expertise.

The session will then examine how AI may shape identity development during the transition from training into independent practice, raising questions around autonomy, judgement, professional voice, and the evolving role of the teacher.

The final part of the lecture will introduce the next phase of research focusing on ECTs, exploring identity development in the early years of teaching and launching a wider survey to gather insight into lived experiences of AI use in practice.

Outcomes:
Following this session, participants will hopefully be able to:

* Recognise key patterns in how trainee teachers engage with AI.
* Critically consider how AI may shape professional identity and autonomy.
* Reflect on implications for teacher education, mentoring, and induction.
* Identify emerging challenges around authenticity, confidence, and dependency.
* Engage with research-informed discussion around AI and identity development.
* Consider how AI use may influence teachers beyond efficiency and workload.

This session is grounded in research conducted at the University of Warwick exploring how trainee teachers are engaging with AI and how this intersects with their developing professional identity. As AI becomes increasingly embedded in educational practice, it raises important questions not only about workload and efficiency, but about how emerging teachers construct confidence, autonomy, expertise, and authenticity.

The project has explored how trainee teachers use AI for planning, idea generation, academic support, and reflective practice, alongside wider considerations around ethics, professional boundaries, and dependency. This work has led to a broader interest in how AI may continue to shape identity formation beyond initial teacher training. What the research has shown is that trainees are using AI, and the project is investigating what this means for both ITE and schools going forward.

The next phase of this research expands to newly practising teachers, examining how Early Career Teachers navigate AI use while developing identity, confidence, and professional agency in their early years of practice and we hope to promote this phase at the ASE Conference.

Speakers

Jonty Leese

Associate Professor and Head of International PGCE Programmes, University of Warwick

Joanna Pellereau

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 →

Thursday January 7, 2027 11:15 - 12:10 GMT
LH324 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning, Research
Key Stage / Audience Type Researchers, Early Career Teachers, Trainee Teachers, 5-7, 7-11, 11-14, 14-16, Post-16, Initial Teacher Educators, Advisors/Consultants

12:25 GMT

Honorary and Professional Members lunch (invitation only)

Thursday January 7, 2027 12:25 - 13:20 GMT

Leathersellers Hide (Learning Hub Level 4)

This professional registration lunch (by invitation only) is for those Honorary ASE members and member-science teachers and technicians who have gained professional registration or Chartership: CSciTeach, RSci or RSciTech, all of whom are invited to join Lynn Ladbrook, the ASE's CEO along with the Chair Trio for the Association.

New Honorary members will also be announced. Honorary Membership is the ASE's highest honour and is awarded to those individuals that have made outstanding contributions to the work of the ASE in at least two of the following areas:
National affairs of the Association
Regional affairs of the Association
Science education in general (at a national or international level)

Speakers

Lynn Ladbrook

Chief Executive, Association for Science Education

Emily Perry

Professor of Education, Manchester Metropolitan University

Claire Seeley (MA CSciTeach)

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 →

Natasha Serret

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 →

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

David Allen

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 →

Rob Butler

Registrar, Association for Science Education

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 →

Thursday January 7, 2027 12:25 - 13:20 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Other
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers

14:45 GMT

How student‑led questions and feedback support learning and self-regulation

Thursday January 7, 2027 14:45 - 15:40 GMT

LH115 (Learning Hub Level 1)

This session will explore:
• Teachers and students’ perceptions on the effectiveness of student-led questioning and feedback in engaging students in science.
• Share a more effective model of classroom discourse and how it has enhanced teaching and learning in the science classroom.
• Provide participants opportunities to share ideas and knowledge on pedagogical approaches to authentic assessments and opportunities for collaboration.

To address the underlying concerns regarding students’ learning in science, a more responsive teaching approach and assessments are relevant. This must be student-led to promote self-regulation, feedback, identify areas of weaknesses and support peers in the process (Chen & Chang, 2022). This can be facilitated through a constructivist learning environment where students can collaboratively share knowledge and ideas whilst making meaning from different concepts (EEF, 2024), with added benefits of reducing cognitive load.

This presentation will:
• Share how we trained students to use taxonomy of learning to create questions for their peers through modelling and locating these question types within their epistemological framework for learning (Elby & Hammer, 2010).
• Discuss how the OSLA (2012) model was used to assess and grade students’ presentations and implications on learning.
• Highlight teachers’ roles as facilitators of learning and reviewers of epistemological resources and framing (Elby & Hammer, 2010).
• Discuss how problem-based learning (PBL) was used to develop problems and scenarios used in the study, and how this promoted pedagogy and students’ learning.

By attending the session, participants can learn from the approach to this study as discussed above and would be able to contribute other areas not mentioned, share knowledge and network with others for future research collaboration.

Background information: Working with various secondary schools and teachers has enabled me to provide different types of support ranging from research to pedagogy and linking theory to practice. This presentation is inspired by research conducted in a secondary school with science teachers and their students. At the time, the school was concerned about students’ lack of interests in science and poor outcomes from GCSEs. This became an opportunity for me to conduct research and find possible means to improve teaching and learning at the school. I was familiar with the school due to insider knowledge in the science department and from working with the science teachers. The school was in one of London’s deprived Boroughs where achievements is below the national average and fewer students move on to post-16 let alone studying science subjects at A’ levels and BTEC.

Speakers

Ade Magaji

Associate Professor, University of Greenwich (Education and Centre for Thinking and Learning)

Thursday January 7, 2027 14:45 - 15:40 GMT
LH115 (Learning Hub Level 1)

11-19

Theme Assessment
Key Stage / Audience Type Researchers, 11-14, 14-16, Early Career Teachers, Initial Teacher Educators, Trainee Teachers

14:45 GMT

How to use CASE pedagogy to improve student understanding of the control of variables in science investigations

Thursday January 7, 2027 14:45 - 15:40 GMT

LH344 (Learning Hub Level 3 lab-type space)

Are your students struggling to reliably control variables in their science investigations? In this session, we will explore how the first five lessons of the CASE pedagogy can transform how your students approach fair testing and multivariable problems. You will be introduced to the 5 pillars of CASE; Concrete Preparation, Cognitive Conflict, Social Construction, Metacognition, and Bridging.

Rather than just teaching the "rules" of investigations, you will learn how to facilitate metacognitive dialogue that forces students to reconstruct their own understanding. We will also showcase the "CASE for Teachers" online course. Using real classroom transcripts from the course workbook, you will practice evaluating student cognitive levels (from early concrete to late formal) to inform your questioning strategies.

Aims:
Share pedagogical approaches: Introduce the 5 pillars of Cognitive Acceleration through Science Education (CASE) to help bridge the cognitive readiness and demand gap.

Solve recurring classroom problems: Provide specific strategies from the first five CASE lessons to help students master the control of variables in investigations.

Improve student thinking through dialogue: Disseminate methods for using classroom dialogue transcripts to accurately evaluate and strategically elevate student cognitive levels.

Showcase a new resource: Launch the "CASE for Teachers" online course by demonstrating its interactive workbook and video simulations.

Background: Research indicates a significant gap between the high formal cognitive demands of the science curriculum—which requires abstract reasoning like controlling variables—and the actual developmental readiness of early secondary students. Many students naturally struggle to isolate variables to ensure a "fair test." Drawing on the proven CASE intervention, this session explores how shifting our pedagogy towards five constructivist pillars can systematically upgrade student thinking from concrete observations to formal scientific reasoning.

Speakers

Alex Black

Council Member, Lets Think Forum

Thursday January 7, 2027 14:45 - 15:40 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type Researchers, 11-14, 7-11

14:45 GMT

Presidential Address: We need to talk about equity: Dilemmas, threats and possibilities for science education

Thursday January 7, 2027 14:45 - 15:40 GMT

LH013 & LH014 (Learning Hub Ground Floor)

2026 saw issues of equity, diversity and inclusion thrust violently into the academic and educational spotlight. EDI has been the subject of intense, polarised and painful debate across national and international media, with events that have shaken the academic world to devastating effect.
This presidential address explores the motive of what it means to talk/ speak about equity within science education. It engages with a range of discursive challenges relating to equity issues, spanning resistance to equity through the accusation that “you can’t say anything these days”, to the practical dilemmas that STEM educators may encounter, such as not knowing ‘what you can or can’t say’, through to issues of ‘voice’ and injustice and whose voices are valued, recognised or marginalised and excluded within STEM learning spaces.
The presentation concludes with some possibilities for supporting greater equity, justice and inclusion in and through science education and how educators might speak more justly and productively about equity issues.

Speakers

Professor Louise Archer OBE

ASE President / Karl Mannheim Chair of Sociology of Education, UCL Institute of Education

I am currently the Karl Mannheim Professor of Sociology of Education at UCL IOE (2017-) and co-chair of the Sociology Activity Group (with Jessica Ringrose). Previously I was Professor of Sociology of Education at King's College London, where I was also the Director of the Centre... Read More →

Thursday January 7, 2027 14:45 - 15:40 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Inclusion and Diversity including SEND
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

15:40 GMT

Chair Chat

Thursday January 7, 2027 15:40 - 16:10 GMT

Learning Hub Level 2 landing space outside rooms LH227-230

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!

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Emily Perry

Professor of Education, Manchester Metropolitan University

Thursday January 7, 2027 15:40 - 16:10 GMT
Learning Hub Level 2 landing space outside rooms LH227-230

Suitable for All key stages

Theme Assessment, Curriculum (General), Curriculum Change in England, Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Research, Subject knowledge & pedagogy, Sustainability climate c
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

16:10 GMT

Supporting students’ epistemological science beliefs in STEM education

Thursday January 7, 2027 16:10 - 17:05 GMT

LH344 (Learning Hub Level 3 lab-type space)

My aim with this session is to:
• raise awareness of students’ epistemological beliefs;
• discuss how these beliefs influence students’ participation and engagement; and
• illustrate how these beliefs can be supported towards a more sophisticated understanding through STEM educational practices.

Recent studies in Denmark have shown that students in many cases associate acquisition of scientific knowledge with passive memorization of facts and scientific concepts. I will address the challenges arising from this research and introduce a framework for understanding the concept of epistemological beliefs. This will be used to highlight the findings of a case study I conducted in an eighth-grade physics class in Denmark.

My hope is that the participants will gain a more complex understanding of students’ conception of scientific knowledge and of what we’re teaching the students about science besides the concepts, methods and practices. This will enable the participants to identify indicators of epistemological beliefs among their own students and to discuss initiatives to support more sophisticated beliefs about knowledge, knowing and learning in their own classrooms.

I completed my master’s thesis on this subject at the University of Copenhagen, where I recently finished my master’s degree in STEM education. I investigated this topic through research into academic literature and a case study in a lower secondary school class, where I conducted observations in a STEM physics course and did three semi-structured interviews with six students.

Speakers

Mads Kofod

Master's Graduate (STEM Education), University of Copenhagen

Thursday January 7, 2027 16:10 - 17:05 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type Researchers, 7-11, 11-14, Initial Teacher Educators, International

17:30 GMT

ASE Reception

Thursday January 7, 2027 17:30 - 19:30 GMT

Leathersellers Hide (Learning Hub Level 4)

The ASE Reception (formerly known as the Members Reception) is an open event for everyone, whether you are an ASE Member or not - it's an opportunity to say hello and network with others after an inspirational first day at Conference. Join us for a glass of bubbly to celebrate the ASE!

The ASE Books of the Year winners will also be announced, as well as the CASTME awardees. We look forward to welcoming everyone on Thursday evening of 2027.

Special Service Awards will also be announced.

Everyone is invited to have their first drink, compliments of the ASE. A PAYG will remain open for the evening until 21.30 for continued networking and socialising.

The Alexander Award: The Alexander prize is awarded annually, to a woman or group that includes women who has made a significant contribution to the scientific, technological, engineering or mathematical (STEM) education of girls or women, in situations of scarce resources.

It is granted in memory of Sir Norman Alexander, a physicist who held various roles in Nigeria, Ghana, Mauritius, Botswana, Lesotho and Swazliand. Sir Norman was married first to Elizabeth Alexander a pioneering scientist herself who carried out research in radar, geology, and tropical soils and then, after her death to Constance Geary, chief women education officer in Northern Nigeria. Mary Alexander, Sir Norman's daughter established the award in Sir Norman’s name, for women and girls in recognition of the pioneering working carried out by his wives and daughter.

CASTME Awards: CASTME’s mission is to raise the general level of STEM education in commonwealth countries and beyond. They support and promote education at all levels, working in partnership with schools, colleges, civil society organisations and industry across the world. Their awards scheme recognises innovation, awareness raising, and sustainability across science education.

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Lynn Ladbrook

Chief Executive, Association for Science Education

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Emily Perry

Professor of Education, Manchester Metropolitan University

Thursday January 7, 2027 17:30 - 19:30 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Other
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers

08:45 GMT

100% Compliant! Policy to classroom practice - lessons to be learnt

Friday January 8, 2027 08:45 - 09:40 GMT

LH124 (Learning Hub Level 1)

The aim of this session is to report on early findings from a current research study that takes forward recommendations from the PCAG report (Primary Science Teaching Advisory Group, 2023). The study extends the work into testing the Framework within primary schools, in particular junior classes (7-11 year olds). The overarching purpose has been to explore the shifts in teachers’ planning and practice required to interpret and implement a curriculum aligned to the Framework.

Findings draw on professional reflections from primary science subject leaders and align to evidence from the State of the Nations in Primary Science Learning Report (ImpactEd, 2025). What has emerged stimulates and informs policy makers, practitioners and senior leaders to question and consider the levers and challenges in designing a curriculum for the future. The session informs on how teachers perceive, interpret and apply policy recommendations into day-to-day classroom settings. This falls at a time where England awaits the outcomes of the Curriculum & Assessment Review (DfE, 2024) and when other nations in the UK are reviewing the purpose and nature of primary science education.

Expected outcomes of the session will be that participants are increasingly aware of the real world experiences and challenges that influence primary science classroom practice. This will especially focus on the different ways in which schools manage curriculum implementation across different settings. They will have:

* a greater awareness of the real world experiences and challenges that influence primary science classroom practice.
* reflected on the differences in science learning emerging across different school settings.
* considered their readiness to offer primary science teachers support and guidance ahead of or when new curricula guidance is published.

Speakers

Lynne Bianchi

Professor / Director, SEERIH, University of Manchester

Vice Dean for Social Responsibility, Equality, Diversity, Inclusion & Accessibility
Director of Science & Engineering Education Research and Innovation Hub
Comino Foundation Associate
Great Science Share for Schools Campaign Director
Principal Fellow of the HEA
RSA Fellow

@Uo... Read More →

Alex Sinclair

Associate Professor; Primary Science Course Lead; Ex Co-Chair of ASE (23/24), St Mary's University, Twickenham

I am Associate Professor and Primary Science Lead for the Initial Teacher Education programmes at St Mary’s University, Twickenham. As a member of the Primary Science Curriculum Advisory Group (PCAG) I was involved in producing the Framework for a Future Primary Science Curriculum... Read More →

Friday January 8, 2027 08:45 - 09:40 GMT
LH124 (Learning Hub Level 1)

Primary

Theme Curriculum Change in England, Research
Key Stage / Audience Type 7-11, Advisors/Consultants, Initial Teacher Educators, Researchers

09:55 GMT

Why girls choose A-level physics - findings from an EdD research project

Friday January 8, 2027 09:55 - 10:50 GMT

LH344 (Learning Hub Level 3 lab-type space)

Curious to know why girls do choose physics A-level? This session presents the results and conclusions from a doctoral research project recently conducted in England.

Outcomes – Participants will be able to reflect on the uptake of A-level physics by girls in their school and take ideas from the research to employ in their own setting.

Following on from the results presented at ASE 2026 Annual Conference, this session will present the final results and findings from my EdD doctoral thesis into why girls do choose to study A-level physics. It is aimed at secondary school teachers and leaders looking to increase the numbers of girls choosing the subject, as well as researchers interested in physics education. There will be time allocated at the end of the presentation for comments, questions and discussion.

Background – At ASE Conference 2026, I presented the initial findings from my doctoral research project and in this session I will share the findings and conclusions presented in the thesis. The research draws upon my experience of teaching GCSE and A-level physics. Initially I was curious to know why girls who enjoyed physics at GCSE and were achieving top grades were not choosing to take the subject to A-level. The numbers of girls choosing A-level physics have remained stable over a few decades, so I decided to find out what it is about these girls to explain why they choose A-level physics through the use of focus groups and semi-structured interviews.

In my experience, girls studying A-level physics regularly outperformed the boys (in tests and conducting practical work) and so I wanted to know more about their reasons for choosing a subject that many girls choose not to study.

Speakers

Gill Clarke

Doctoral Researcher, Oxford Brookes University

Friday January 8, 2027 09:55 - 10:50 GMT
LH344 (Learning Hub Level 3 lab-type space)

11-19

Theme Other, Research
Key Stage / Audience Type 14-16, Post-16, Researchers, 11-14, Initial Teacher Educators

09:55 GMT

Keynote: Raising the bar - ambition, curiosity and depth in science

Friday January 8, 2027 09:55 - 10:50 GMT

LH013 & LH014 (Learning Hub Ground Floor)

What does an ambitious science education look like from primary through to secondary? This session will explore how we can keep expectations high for all pupils, prioritise depth before pace, and use rich texts, images, examples and questions to provoke curiosity and build secure knowledge.

Mary Myatt will consider what happens when we move beyond coverage and activity and give pupils the intellectual substance and time they need to think, make connections and encounter the power of the discipline. The session will also explore how assessment can support, rather than distort, this ambition.

Speakers

Mary Myatt

Educational writer, speaker, blogger, consultant, Myatt & Co

I'm Mary Myatt an education adviser, writer and speaker working with schools, trusts and organisations across the UK. My work focuses on curriculum, teaching and learning, leadership and, increasingly, how we make Key Stage 3 more ambitious and intellectually generous for every pupil... Read More →

Friday January 8, 2027 09:55 - 10:50 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 11-14, 14-16, Post-16, Early Career Teachers, 5-7, 7-11, Advisors/Consultants, FE/Skills, Initial Teacher Educators, International, Researchers, Teacher Developers, Trainee Teachers
Social media handle(s) @theASE

10:50 GMT

Chair Chat

Friday January 8, 2027 10:50 - 11:15 GMT

Leathersellers Hide (Learning Hub Level 4)

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Emily Perry

Professor of Education, Manchester Metropolitan University

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Friday January 8, 2027 10:50 - 11:15 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Assessment, Curriculum (General), Curriculum Change in England, Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Research, Subject knowledge & pedagogy, Sustainability climate c
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

11:15 GMT

Creativity & curiosity for all: the impact of student-led science

Friday January 8, 2027 11:15 - 12:05 GMT

LH324 (Learning Hub Level 3 lab-type space)

This interactive workshop explores the impact of project-based learning in science education, including through the lens of the CREST Awards, a nationally recognised framework for student-led STEM project work. Drawing on research evidence and programme evaluation, as well as the stories and experiences of teachers and young people- the session will examine how structured project work can enhance student engagement, attainment, and the development of wider scientific skills.

The session begins by situating project-based learning within the broader evidence base- which will be based on a report by Jennifer De Witt, including research demonstrating improvements in outcomes when students engage in inquiry-driven projects.

Participants will then explore CREST as a case study of effective implementation. CREST provides a flexible, student-led approach to project work across age phases, supporting engagement with real-world scientific challenges. Evaluation evidence indicates that participation can lead to improved attainment and progression into STEM, alongside enhanced confidence and aspiration.

A central feature of the workshop is a panel discussion bringing together teachers and CREST graduates. This provides an opportunity to explore lived experiences of project work, including its impact on motivation, identity, and classroom practice. Delegates will engage directly with panellists through facilitated discussion and audience questions.

The session concludes with structured reflection and planning, enabling participants to identify practical strategies for embedding project work within their own settings.

By the end of the session, participants will:

Understand the evidence base underpinning project-based learning in science education
Explore how CREST operationalises effective project work in practice
Reflect on the impact of project work through teacher and student perspectives
Identify practical approaches to embedding project-based learning in their own contexts
Develop one actionable change informed by evidence and discussion

Speakers

Maria Rossini

Head of Education, British Science Association

Talk to me able making STEM accessible to all young people, lego, disability and anything related to CREST www.crestawards.org

Gemma Butt

Project Officer (Teaching Workforce), Institute of Physics

Friday January 8, 2027 11:15 - 12:05 GMT
LH324 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Key Stage / Audience Type Teacher Developers, 7-11, 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, Researchers

11:15 GMT

PISA 2025: Outcomes and implications for the Teaching and Learning of science

Friday January 8, 2027 11:15 - 12:10 GMT

LH124 (Learning Hub Level 1)

The primary focus of the PISA Assessment in 2025 was on the outcomes of school science education for 15-year-olds. The 2025 Assessment framework, which was the basis of testing in over 90 countries in 2025, introduced three new elements.
First, two of the original competencies in the 2015 framework were merged. This change enabled the introduction of a new third competency that measured students’ ability to “research, evaluate and use scientific information for decision making”.
Second, because of the importance of educating students about the environment, climate change a specific focus on environmental education was added. The framework for this was elaborated in the document Agency in the Anthropocene.

This framework has three new competencies with a focus on education for sustainability and climate change. Finally, the concept of attitudes to science has been broadened to the notion of science identity which introduces the notion of capital. This talk will explain these changes, their rationale and illustrate ways in which they were measured with sample items. In addition, it will present the findings from the results published in September 2026, and discuss their implications.

Speakers

Jonathan Osborne

Professor, Stanford University

My career started by teaching science in London comprehensives in 1972 for 9 years. Curently I am the Kamalachari Professor in Science Education, Emeritus, in the Graduate School of Education, Stanford University in California but now back in the UK. I was President of the US National... Read More →

Friday January 8, 2027 11:15 - 12:10 GMT
LH124 (Learning Hub Level 1)

11-19

Theme Curriculum (General), Research
Key Stage / Audience Type International, 11-14, 14-16, Post-16, Researchers, Teacher Developers, Early Career Teachers, FE/Skills, Advisors/Consultants, Trainee Teachers, Initial Teacher Educators

11:15 GMT

Promoting argument-driven explanation in Earth & Environmental Science

Friday January 8, 2027 11:15 - 12:10 GMT

LH125 (Learning Hub Level 1)

In this session attendees will be introduced to Model-Evidence-Link (MEL) instructional materials designed to assist American learners as they construct arguments to evaluate the plausibility of evidence connected to models and the research base that supports using these scaffolds. These MEL diagrams allow students to think critically about socio-scientific issues by evaluating connections between lines of evidence and alternative explanatory claims.

Explorations that utilize the MEL scaffold promote changes in epistemic judgments, including claim plausibility, and help students move toward a more civically minded and scientific stance. Student discourse is a critical part of these activities and include negotiation toward scientific consensus.

MEL activities for available for teaching about socio-scientific issues include climate change, dead zones, energy, extreme weather, fracking, freshwater resources, fossils, moon formation, nuclear energy, origins of the universe, soil and food security and wetlands. All materials are freely available under a Creative Commons license. Participants receive access to all instructional materials and instructional guides, found here:

https://serc.carleton.edu/mel/index.html

Speakers

Donna Governor

President, NSTA, America

Lorraine Ramirez-Villarin

Associate Professor, University of North Georgia, USA

Friday January 8, 2027 11:15 - 12:10 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Sustainability climate change and environmental issues
Key Stage / Audience Type Researchers, 11-14, 14-16, Teacher Developers, International

12:25 GMT

Beyond keywords: Disciplinary literacy in Post-16 science curricula

Friday January 8, 2027 12:25 - 13:20 GMT

LH231 (Learning Hub Level 2)

This interactive session will explore how disciplinary literacy can be embedded into post-16 science curricula to support learners in moving beyond the memorisation of key terms towards reading, writing, reasoning and communicating like scientists.

The session draws on work developed at Milton Keynes College Group within a growing sixth form context, where disciplinary literacy has been used as a curriculum design principle across A Level and Applied Science provision. The approach was developed in response to a familiar post-16 challenge: learners may know isolated scientific vocabulary, but struggle to interpret exam questions, explain processes precisely, evaluate evidence, or communicate using the conventions of the discipline. Drawing on research-informed practice in disciplinary literacy, curriculum design, and assessment, the session will show how science teachers can make the hidden demands of scientific reading, writing, and thinking more explicit.

Participants will examine examples of how diagnostic questions can reveal gaps in conceptual understanding, command-word interpretation, and scientific reasoning. The session will also consider how independent study booklets and structured writing tasks can help learners practise the forms of explanation, evaluation and evidence use required in Biology, Chemistry and Forensic Science. There will also be a demonstration of tools which are used to identify specific AO gaps which relate to terminology/application of language and how we address it.

During the session, participants will be able to review sample resources, view the tools we use and given time to consider how similar approaches could be adapted for their own phase, subject or qualification context.

By the end of the session, participants will be able to:

1. Identify the specific literacy demands within post-16 science tasks;
2. Distinguish between teaching scientific vocabulary and developing disciplinary scientific thinking.
3. Use diagnostic questions to uncover barriers to scientific understanding.
4. Adapt examples of disciplinary literacy resources for Biology, Chemistry, Forensic Science or related pathways.
5. Consider how disciplinary literacy can support curriculum planning for academic, applied and future technical science routes.

The session is intended for science teachers, curriculum leaders, post-16 practitioners and anyone interested in strengthening students’ access to complex scientific knowledge through practical, evidence-informed pedagogy.

Speakers

Afsan Redwan

Deputy Head of Sixth Form, Milton Keynes College

Friday January 8, 2027 12:25 - 13:20 GMT
LH231 (Learning Hub Level 2)

11-19

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type Researchers, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

12:25 GMT

Terri and the Time Machine: learning from 4 years delivering arts-based, oracy-rich science

Friday January 8, 2027 12:25 - 13:20 GMT

LH115 (Learning Hub Level 1)

More than a dozen schools in deprived areas of the North West are currently delivering their Year 3 science curriculum via an extended story involving a Black female engineer rocketing around time and space in a cardboard time machine. Why? What has this unique project taught us about the power of story and simple stage magic to engage learners? Is there a particular power to performers in role? What do teachers get out of it? How can SLT members support their teachers to find the elusive “why” in the existing science curriculum – and how do we encourage children to talk more in our science classrooms?

Participants will leave with some answers to those questions - plus ideas for how to make use of some of the key elements of this successful oracy-rich programme in their own classrooms.

Aims: to share learning from an innovative arts-based learning project in Manchester, and explore what elements of the programme can be taken forward by educators more widely - including feeding into a brand-new arts-based learning programme currently being developed in Morecambe Bay by the same company.

Background: "Terri and the Time Machine" is currently being delivered in over a dozen North West primary schools. It is an arts-based creative programme delivering the whole of the Year 3 science curriculum, funded by the Paul Hamlyn Foundation. Professor Lynne Bianchi (SEERIH) provided expert advice during development. In-depth evaluation was conducted throughout the initial three years by Dr Zoe Crompton (Manchester Metropolitan University). The fully-funded period came to an end in July 2025; but 14 schools are continuing to participate, thanks to extended support from the PHF and financial contributions from the schools involved. Why? What is the benefit of teachers working with a theatre company, and what have we discovered by undertaking this unique project?

Speakers

Sarah Punshon

Artistic Director, One Tenth Human

Friday January 8, 2027 12:25 - 13:20 GMT
LH115 (Learning Hub Level 1)

Primary

Theme Research, Inclusion and Diversity including SEND
Key Stage / Audience Type Researchers, 7-11
Social media handle(s) @onetenthhuman

12:25 GMT

What's the point of teaching science? What we've found from research

Friday January 8, 2027 12:25 - 13:30 GMT

LH344 (Learning Hub Level 3 lab-type space)

Science is a mandatory subject across most nations, and we too often take its privileged position for granted. Much has been written about the purpose of education but far less when it comes to the specifics of science education.

Science teaching and curriculum development should be grounded in sound reasons for its presence on the curriculum along with what it should contain and what it should stand for. Over the last year data has been gathered, supported by the ASE, to probe how science teachers perceive the purpose of science education. Surveys have been able to establish certain standpoints are more widely help than others; in this presentation we will look at this research and its findings, and look at science education through the lenses of utility, curiosity, culture and citizenship. This research has implications for all involved in science education, from the classroom through to curriculum policy makers.

By the end of the session colleagues will hopefully have some alternative perspectives on why science education is so important and why its importance will only grow over time.

Speakers

Mark Whalley

Senior Lecturer in Education, University of Chester

Friday January 8, 2027 12:25 - 13:30 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type Researchers, Teacher Developers, 7-11, 11-14, 14-16, FE/Skills, Post-16, Initial Teacher Educators, Early Career Teachers, Trainee Teachers, Advisors/Consultants

13:35 GMT

Mathematics support for serving science teachers - seeking a way forward

Friday January 8, 2027 13:35 - 14:30 GMT

LH324 (Learning Hub Level 3 lab-type space)

Building on our work investigating the mathematical skills of trainee science teachers, in this session we will explore the needs of serving teachers. The aim of the session is to inform our next steps to support trainees and serving science teachers with the maths skills required to teach GCSE sciences.

In this session we will:
(a) identify mathematical skills challenges
(b) revisit issues experienced by trainees
(c) identify the issues for serving teachers using:
(i) a survey of GCSE Examiners’ reports
(ii) an overview of existing CPD provision for serving teachers together with lessons from uptake and evaluation information.

Working closely with trainee teachers, we have begun to review existing resources that might help teachers to improve their maths skills.
In this session participants will be asked about:
(a) the resources teachers and teacher developers use to develop maths skills of serving teachers
(b) whether an online self-assessment tool would be helpful
(c) what additional CPD provision may help
(d) the possible role of online asynchronous support
(e) resources that might support science teachers to improve their maths skills pedagogy

Background: With over 60 years of Physics teaching experience between them as well as a background of supporting Science teachers with Physics, Ally Davies, Liz Nourshargh and Caroline Neuberg have been working together on the maths skills of trainee science teachers since 2021, initially as part of the IOP Physics Teacher Educator Programme. Since then, they have presented at conferences, published a paper, written maths support materials and delivered Maths CPD on behalf of a number of organisations. As they continue to work with trainee Science teachers and deliver maths CPD for a variety of organisations, they aim to ensure that the tools developed are suitable for and freely available to all Science teachers.

Speakers

Ally Davies

Consultant, Ally Physics

At this conference I'll be speaking about recent work on maths skills of trainee science teachers and considering what support might be helpful for in service teachers of science.
In my semi-retirement, I'm also working to improve representation of minoritised groups/identities... Read More →

Caroline Neuberg

Senior Lecturer in Education / Consultant, Leeds Trinity University

Dr. Caroline Neuberg is a Senior Lecturer in Secondary Education at Leeds Trinity University (LTU). The second Intensive Training and Practice (ITAP) completed by her science trainees focuses on signature pedagogies, dedicated to practical work. Many of the trainees, who have experienced... Read More →

Friday January 8, 2027 13:35 - 14:30 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type Teacher Developers, Researchers, 11-14, 14-16, Advisors/Consultants, Early Career Teachers, Trainee Teachers, Initial Teacher Educators

13:35 GMT

Teaching about ‘AI in real-world science’ in the science classroom

Friday January 8, 2027 13:35 - 14:30 GMT

LH125 (Learning Hub Level 1)

AI technology is changing the fabric of scientific knowledge building. In biology, for example, AlphaFold predicts the structure of proteins and other biomolecules, changing how drugs are developed and diseases are studied. In medicine, AI-powered image generation is changing medical diagnostics. In chemistry, AI tools are automating and accelerating organic chemistry and material discovery. In physics, complex AI-based simulations accelerate research across topics, while AI-based robotics is driving change in engineering. Further, scientific inquiry requires new skills for scientists, such as designing ‘AI experiments’, navigating data ethics and governance, evaluating AI models, and interpreting AI system output.

How, then, is school science changing to teach about this new way of scientific working and these new discoveries? What new AI-related real-world science concepts and skills might be taught?

The aim of this workshop is to start this discussion. We will lead a workshop to brainstorm candidate uses of AI in real-world science and consider what concepts and skills might be introduced at different stages of science education.
We will provide examples of how basic AI literacy concepts have been introduced in existing AI lessons covering topics such as ecosystems and healthcare. We will use these to spark discussion on what content might be taught in classroom science lessons to showcase `AI in real-world science’. We are particularly interested in stimulating discussion on how scientific inquiry in school might change in the light of AI technology.

The outcome from this workshop will be that participants will become more familiar with AI literacy concepts and begin to form ideas about what AI literacy for Science might look like. They will also start to develop ideas for lessons that introduce `AI in real-world science’ into their science classrooms. We do not have the answers to what should be taught and how about `AI in real-world science’, but as computer science education researchers, we would like to facilitate this discussion with science educators to help work towards this goal.

Speakers

Jane Waite

Senior Research Scientist, Raspberry Pi Foundation

Ben Garside

Senior Learning Manager, Raspberry Pi Foundation

Friday January 8, 2027 13:35 - 14:30 GMT
LH125 (Learning Hub Level 1)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning, Research
Key Stage / Audience Type Teacher Developers, Researchers, International, Early Career Teachers, Trainee Teachers, 7-11, 11-14, 14-16, Post-16, FE/Skills, Advisors/Consultants, Initial Teacher Educators

14:45 GMT

Education system building

Friday January 8, 2027 14:45 - 15:40 GMT

LH344 (Learning Hub Level 3 lab-type space)

Central aims for the session: (a) to support participants in understanding what constitutes educational system building and (b) how to categorise and evaluate their own leadership efforts to identify key areas of focus for continuous improvement.

Education system building is an empirically evidenced approach to educational improvement. System building involves teachers and school leaders collaborating to organise, support, and manage teaching and learning across five key domains of practice:

1. Building educational infrastructure: designing formal teaching materials (schemes of work, assessments) and establishing social resources for learning (norms, values, and relationships among students, teachers, and leaders)

2. Teacher professional learning for supporting use of infrastructure in practice: formal CPD, coaching, and opportunities for peer learning (co-planning, peer observation, lesson study, collaborative data analysis)

3. Managing environmental relationships: navigating external environmental influences (exam boards, DfE, inspection bodies, cultural and political shifts), and engaging environmental actors (universities, professional bodies, community actors)

4. Monitoring and managing performance for continuous improvement: monitoring and evaluating teaching and learning (data analysis, staff appraisal, observations of teaching and department routines, and designing mechanisms for teacher feedback), and identifying areas for continuous improvement

5. Developing and distributing academic leadership: structuring teams and roles (HODs, curriculum leads), and encouraging leadership of initiative across all staff

In reflecting on my work as a HOD in three schools, I can organise my activities into each of these domains, and identify domains where my efforts are focused in an average week. I can also compare across my different schools and see how work in each domain looked different depending on the context. This can be a useful framework for reflection to identify 'gaps' in our leadership practice.

However, this lens is most powerful for helping us coordinate improvement efforts across these domains. For example, it can help us to identify when data being collected is not being used to (re)design students’ educational experiences, or staff appraisal routines are not used to shape teacher learning initiatives and/or (re)configure informal leadership roles. A system building frame also helps leaders to conceptualise why some approaches that explicitly work across domains, like lesson study, can be incredibly powerful.

In this session, I will outline the key findings from the education system building research coming out of the US, and draw on my experience as a science leader in England to reframe this for a UK educational context, as well as provide participants with an opportunity to audit their own leadership practice, and learn from other leaders how their work looks similar/different through a system building lens.

Speakers

Emily Seeber

Head of Science, Lord Wandsworth College

Friday January 8, 2027 14:45 - 15:40 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Leadership, Research
Key Stage / Audience Type Teacher Developers, Initial Teacher Educators, Advisors/Consultants, Researchers

16:10 GMT

The silent teacher: How classroom design co-creates science learning

Friday January 8, 2027 16:10 - 17:05 GMT

LH344 (Learning Hub Level 3 lab-type space)

You may know the idea of the Third Teacher: the Reggio Emilia principle that the physical environment is as formative as any instructor. What might this mean for your science classroom?

This interactive workshop explores how conscious spatial design — layout, naturalness, stimulation, and pupil-controlled affordances — can deepen engagement, support scientific thinking, and strengthen collaborative inquiry. The session itself is designed to demonstrate the very principles it explores.

You'll move through three activities — individual reflection, small-group application, and collective visioning — surfacing answers grounded in your own classroom experience and actionable research. You'll leave with concrete techniques to apply immediately, and the opportunity to help shape what comes next: a founding circle for a UK-wide action research network exploring classroom design in secondary science at scale. This is the future of science education — and we'll build it together.

Participants will be able to:
•Reflect critically on how their classroom's physical features currently support or constrain pupil engagement, cognition, and behaviour
•Apply evidence-based spatial design techniques to enhance science learning outcomes immediately
•Join a founding action research network with shared resources, peer collaboration, and opportunities to both contribute to and benefit from emerging findings

This session aims to:
• convene a founding circle for a UK-wide action research network exploring the transformative potential of classroom design in secondary science settings
• empower teachers and practitioners with evidence-based, immediately applicable answers, built directly from their own classroom experience

Background: Across years of action researching transformative learning experiences, a pattern emerged: expert facilitators consistently build a deliberate relationship with the physical space before their sessions begin. This observation sparked a master's thesis — An Architecture for Empowerment: Exploring How Physical Environments Co-Create Human Capacity — synthesising environmental psychology, 4E Cognition, neuroscience, and architectural theory. Its core finding: physical environments are not backdrops to learning but active co-creators of cognitive, emotional, and relational capacity. Science classrooms — with their fixed benches, equipment-laden surfaces, and competing sensory demands — represent a largely untapped frontier for this work.

Speakers

Milán Zoltán Páczai

Secondary Science Teacher & Researcher, Alec Reed Academy

Friday January 8, 2027 16:10 - 17:05 GMT
LH344 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Research, Using AI and technologies in teaching and learning
Key Stage / Audience Type 5-7, 7-11, 11-14, 14-16, Post-16, FE/Skills, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants, Researchers

08:45 GMT

Interrogating PISA datasets with an interactive dashboard

Saturday January 9, 2027 08:45 - 09:40 GMT

LH322 (Learning Hub Level 3)

The project has taken a design research approach to explore how to facilitate and support statistically appropriate use of secondary data from International Large-Scale Assessments (ILSAs) by a range of stakeholders. The breadth of the publicly available PISA datasets affords opportunities for school leaders, researchers and policy makers to examine variables beyond attainment data, providing information on a range of contextual factors that have the potential to be invaluable when seeking a deeper understanding of students’ experiences in schools. So, the aim of this project is to improve access to, understanding of, and engagement with PISA data among educational stakeholders through the co-development of an accessible, interactive online dashboard that can support evidence-informed discussion and decision-making.

The need for this platform has arisen as the OCED makes PISA data available, but expertise in both coding and statistics are needed to format the data so valid statistical analysis can be undertaken. For example, decisions regarding what and when comparisons are appropriate need to be made.

In the session, the tension involved in balancing the complexity and the interpretability of complex data when developing a range of visualisations will be explored. I will then discuss key priorities identified by a range of stakeholders and show how these affected the development of the dashboard. Workshop attendees will then have the opportunity to use the dashboard (including the PISA 2025 science specific data which will have been released by then), and to explore its potential benefits.

Speakers

Judith Hillier

Associate Professor of Science Education, University of Oxford

Saturday January 9, 2027 08:45 - 09:40 GMT
LH322 (Learning Hub Level 3)

11-19

Theme Assessment
Key Stage / Audience Type Initial Teacher Educators, Advisors/Consultants, 14-16, International, Researchers

08:45 GMT

The neuroscience of science lessons

Saturday January 9, 2027 08:45 - 09:40 GMT

LH115 (Learning Hub Level 1)

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

Speakers

Jessica Wood

Head of Subject, Ark Curriculum Plus

Saturday January 9, 2027 08:45 - 09:40 GMT
LH115 (Learning Hub Level 1)

11-19

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type Researchers, 11-14, 14-16, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants

08:45 GMT

Frontier Science: How the physical sciences can empower biology - applications of single molecule fluorescence to the biosciences

Saturday January 9, 2027 08:45 - 09:40 GMT

LH323 (Learning Hub Level 3)

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.

Speakers

Sir David Klenerman

University of Cambridge

Saturday January 9, 2027 08:45 - 09:40 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Frontier Science
Key Stage / Audience Type 7-11, 11-14, 14-16, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers

08:45 GMT

Research Meet (1)

Saturday January 9, 2027 08:45 - 09:40 GMT

LH324 (Learning Hub Level 3 lab-type space)

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.

Speakers

Alastair Gittner

Teacher and Chair of ASE Research Committee, Hallam Teaching School Alliance

Saturday January 9, 2027 08:45 - 09:40 GMT
LH324 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Research
Key Stage / Audience Type Researchers, 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, FE/Skills, Post-16, Teacher Developers, Trainee Teachers, Initial Teacher Educators, Early Career Teachers

09:55 GMT

Improving primary science teaching in areas of high deprivation & challenge

Saturday January 9, 2027 09:55 - 10:50 GMT

LH125 (Learning Hub Level 1)

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.

Speakers

Kulvinder Johal

Regional Mentor for London and the S.E., Primary Science Teaching Trust

@kulvinderj

Sophie Franklin

Impact & Research Director, Primary Science Teaching Trust

Saturday January 9, 2027 09:55 - 10:50 GMT
LH125 (Learning Hub Level 1)

Primary

Theme Other, Research, Leadership, Inclusion and Diversity including SEND
Key Stage / Audience Type 5-7, 7-11, Researchers

09:55 GMT

Panel: Big Followings, Real Learning: A Q&A With Science Educators Who Reach Millions

Saturday January 9, 2027 09:55 - 10:50 GMT

Leathersellers Hide (Learning Hub Level 4)

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.

Speakers

Stuart Naismith

Primary Teacher / Advisor, STEM with Mr N

I am Teacher of Innovation at Kelvinside Academy, a STEM educator and creator of STEM with Mr N, through which I have created hundreds of freely available STEM education videos and resources for teachers, children and families. Having spent most of my career as a primary classroom... Read More →

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Saturday January 9, 2027 09:55 - 10:50 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Trainee Teachers, Technicians
Social media handle(s) @theASE

09:55 GMT

Research Meet (2)

Saturday January 9, 2027 09:55 - 10:50 GMT

LH324 (Learning Hub Level 3 lab-type space)

Speakers

Alastair Gittner

Teacher and Chair of ASE Research Committee, Hallam Teaching School Alliance

Saturday January 9, 2027 09:55 - 10:50 GMT
LH324 (Learning Hub Level 3 lab-type space)

Suitable for All key stages

Theme Research
Key Stage / Audience Type Researchers, 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, FE/Skills, Post-16, Teacher Developers, Trainee Teachers, Initial Teacher Educators, Early Career Teachers

10:50 GMT

Chair Chat

Saturday January 9, 2027 10:50 - 11:15 GMT

Leathersellers Hide (Learning Hub Level 4)

Speakers

David Allen

Associate Professor Learning and Teaching / Outgoing Chair of the ASE 25/26, University of Hertfordshire & Creative Primary Science Education Consultancy

Claire Seeley (MA CSciTeach)

Primary Science Education Consultant / Co-Chair of the ASE

Emily Perry

Professor of Education, Manchester Metropolitan University

Natasha Serret

Associate Professor of Science Education, Nottingham Trent University

Saturday January 9, 2027 10:50 - 11:15 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Assessment, Curriculum (General), Curriculum Change in England, Inclusion and Diversity including SEND, Leadership, Practical work including beyond the classroom, Recruitment Retention and Wellbeing, Research, Subject knowledge & pedagogy, Sustainability climate c
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Technicians, Trainee Teachers
Social media handle(s) @theASE

11:15 GMT

From recruitment to retention - supporting international physics teachers in England

Saturday January 9, 2027 11:15 - 12:10 GMT

LH321 (Learning Hub Level 3)

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

Speakers

Marianne Cutler

Director of Curriculum Innovation, Association for Science Education

Rob Butler

Registrar, Association for Science Education

Saturday January 9, 2027 11:15 - 12:10 GMT
LH321 (Learning Hub Level 3)

11-19

Theme Research, Recruitment Retention and Wellbeing
Key Stage / Audience Type 11-14, 14-16, International, Researchers, Advisors/Consultants, Initial Teacher Educators, Teacher Developers
Social media handle(s) @theASE

11:15 GMT

Life finds a way: Teaching evolutionary processes via experimental evolution

Saturday January 9, 2027 11:15 - 12:10 GMT

LH115 (Learning Hub Level 1)

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.

Speakers

Elizabeth Morillo-Hall

PhD Researcher, University of Bath

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 →

Saturday January 9, 2027 11:15 - 12:10 GMT
LH115 (Learning Hub Level 1)

11-19

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 14-16, Researchers

11:15 GMT

Developing authentic enquiry in primary science (White Rose Education)

Saturday January 9, 2027 11:15 - 12:10 GMT

LH013 & LH014 (Learning Hub Ground Floor)

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.

Speakers

Daniel Kechoud

Year 4 Teacher, Science Lead and PhD Candidate, Wolf Fields Primary School / University of Cambridge

Dan Breeze

Head of Primary Science, White Rose Education

Sponsors

White Rose Education

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 →

Saturday January 9, 2027 11:15 - 12:10 GMT
LH013 & LH014 (Learning Hub Ground Floor)

Primary

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 5-7, 7-11, Researchers, Teacher Developers

11:15 GMT

Keynote: Authentic scientific inquiry in school science: Learning from the history and philosophy of science

Saturday January 9, 2027 11:15 - 12:10 GMT

Leathersellers Hide (Learning Hub Level 4)

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.

Speakers

Hasok Chang

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 →

Saturday January 9, 2027 11:15 - 12:10 GMT
Leathersellers Hide (Learning Hub Level 4)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type International, Teacher Developers, Researchers, 5-7, 7-11, 11-14, 14-16, FE/Skills, Post-16, Advisors/Consultants, Early Career Teachers, Trainee Teachers
Social media handle(s) @theASE

11:15 GMT

Using AI effectively to reduce workload - A realistic perspective

Saturday January 9, 2027 11:15 - 12:10 GMT

LH322 (Learning Hub Level 3)

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.

Speakers

Joanna Pellereau

PGCE Course Science Lead, Warwick University Centre for Teacher Education

Saturday January 9, 2027 11:15 - 12:10 GMT
LH322 (Learning Hub Level 3)

Suitable for All key stages

Theme Using AI and technologies in teaching and learning, Research, Recruitment Retention and Wellbeing
Key Stage / Audience Type Researchers, Teacher Developers, 0-4, 5-7, 7-11, 11-14, 14-16, Post-16, FE/Skills, Technicians, Early Career Teachers, Trainee Teachers, Initial Teacher Educators, Advisors/Consultants

12:25 GMT

Rich retrieval: consolidating and elaborating scientific concepts

Saturday January 9, 2027 12:25 - 13:20 GMT

LH127 (Learning Hub Level 1)

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

Speakers

Kendra McMahon

Professor in Science Education, The Curriculum Foundation & Bath Spa University

Kerry-Anne Barber

Senior Lecturer Primary PGCE, Bath Spa University

Saturday January 9, 2027 12:25 - 13:20 GMT
LH127 (Learning Hub Level 1)

Primary

Theme Subject knowledge & pedagogy, Research
Key Stage / Audience Type 7-11, Advisors/Consultants, Early Career Teachers, Researchers, Trainee Teachers

12:25 GMT

Frontier Science: Exploring Mars

Saturday January 9, 2027 12:25 - 13:20 GMT

LH323 (Learning Hub Level 3)

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.

Speakers

John C Bridges SFHEA

Professor / Planetary Scientist, University of Leicester School of Physics and Astronomy

Saturday January 9, 2027 12:25 - 13:20 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Frontier Science
Key Stage / Audience Type 5-7, 11-14, 14-16, 7-11, Advisors/Consultants, Early Career Teachers, FE/Skills, Initial Teacher Educators, International, Post-16, Researchers, Teacher Developers, Trainee Teachers, Technicians

12:25 GMT

Relax and unwind with 3 short films on nature

Saturday January 9, 2027 12:25 - 13:20 GMT

Leathersellers Hide (Learning Hub Level 4)

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.

Speakers

Marie Ann Reynell

Director of Development, Museo de Ciencias, Universidad de Navarra (Science Museum, University of Navarra)

Saturday January 9, 2027 12:25 - 13:20 GMT
Leathersellers Hide (Learning Hub Level 4)

13:35 GMT

Student agency to use AI tools when learning in science

Saturday January 9, 2027 13:35 - 14:30 GMT

LH324 (Learning Hub Level 3 lab-type space)

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.

Speakers

Veronica Cucuiat

Raspberry Pi Foundation

Jane Waite

Senior Research Scientist, Raspberry Pi Foundation

Saturday January 9, 2027 13:35 - 14:30 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

Theme Research, Using AI and technologies in teaching and learning
Key Stage / Audience Type 11-14, 14-16, Post-16, Researchers, Early Career Teachers, Trainee Teachers, Advisors/Consultants, Initial Teacher Educators

14:45 GMT

(Pearson) Future-ready science: Connecting climate, media literacy and green pathways

Saturday January 9, 2027 14:45 - 15:40 GMT

LH125 (Learning Hub Level 1)

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.

Speakers

Tosin Oliyide

Senior Qualifications Manager - Science, Pearson

Becky Thorne

Senior Qualifications Manager, Pearson

Saturday January 9, 2027 14:45 - 15:40 GMT
LH125 (Learning Hub Level 1)

11-19

Theme Sustainability climate change and environmental issues, Research
Key Stage / Audience Type 7-11, 11-14, 14-16, Post-16, Technicians, Trainee Teachers, Early Career Teachers, FE/Skills, Advisors/Consultants, Initial Teacher Educators, Researchers

14:45 GMT

Pollinator conservation: A case for school gardens

Saturday January 9, 2027 14:45 - 15:40 GMT

LH322 (Learning Hub Level 3)

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.

Speakers

Kathy Cabe Trundle

Professor and Researcher, Utah State University

Saturday January 9, 2027 14:45 - 15:40 GMT
LH322 (Learning Hub Level 3)

Primary

Theme Sustainability climate change and environmental issues, Research, Practical work including beyond the classroom
Key Stage / Audience Type International, Researchers, 0-4, 5-7, 7-11

14:45 GMT

The best of Science on Stage 2026

Saturday January 9, 2027 14:45 - 15:40 GMT

LH323 (Learning Hub Level 3)

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.

Speakers

Stuart Farmer

Learning and Skills Manager, IOP and Perimeter Institute

Becky Parker MBE

Director (Project Earth) / Physics Teacher / Visiting Professor (School of Physics and Astronomy), Queen Mary University of London

[email protected]
Instagram: https://www.instagram.com/projectearthhq/
Youtube: https://www.youtube.com/@ProjectEarthHQ
LinkedIn: https://www.linkedin.com/company/project-earth-global/
My LinkedIn: https://linkedin.com/in/becky-parker424... Read More →

Maren Kelly

Head of STEM, St Catherine's Prep School

Peter Munroe

Head of Chemistry, Uckfield College

Simon Poliakoff

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 →

Rose Edmondson

Teacher of science and geography, Falinge Park School

Alex Black

Council Member, Lets Think Forum

Saturday January 9, 2027 14:45 - 15:40 GMT
LH323 (Learning Hub Level 3)

Suitable for All key stages

Theme Subject knowledge & pedagogy
Key Stage / Audience Type 0-4, 11-14, 14-16, 5-7, 7-11, Advisors/Consultants, FE/Skills, Initial Teacher Educators, International, Post-16, Early Career Teachers, Trainee Teachers, Teacher Developers, Researchers

15:55 GMT

Microscale chemistry: What do pupils think about it?

Saturday January 9, 2027 15:55 - 16:50 GMT

LH324 (Learning Hub Level 3 lab-type space)

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.

Speakers

Louise Glynn

Acting Head of Chemistry, T&L Lead Practitioner, James Allen's Girls School

Andy Markwick

Lecturer in Primary Science Education, University College London

Saturday January 9, 2027 15:55 - 16:50 GMT
LH324 (Learning Hub Level 3 lab-type space)

11-19

Theme Research, Practical work including beyond the classroom
Key Stage / Audience Type 11-14, 14-16, Researchers, Trainee Teachers, Early Career Teachers

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