Index to Volume 84 - The Association for Science Education

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Index
Index toVolume 84
This index is in three parts: Title,
Subject and Author.
Title index
3-Danaglyph imagesof molecular
models (308) 34
A21st century sciencelaboratory (309)
87
Abest-fitline using the method of
averages(306)122
Acoreconceptin teaching chemistry
(306) 105
Acut-out 3-Dmodel of DNA (308) 30
Atime-line forgeologicaltime (306)
125
AtributetoDickWest (307)126
Anillustration of cladding on optical
fibres (309) 24
Anhydrous aluminium chloride and
aluminiumhydride (307)117
Anotherlook atthe condensation bands
produced by hydrogen’s squeaky
pop (309) 13
Bringing newspaper reports into the
classroom: citizenship and science
education (309) 121
Building a3-DLego model of DNA
(308) 26
Can the quest for best practice be
assisted by formal research? (307)
61
Changing practice –teachers have to
do it for themselves (308) 14
Charge is not even skin deep (307) 123
Children’s perceptions of school
science(308) 109
Confidenceintervals,the meanand
Excel (309) 29
Coverage in GCSE textbooks (308) 16
Delivering effective training for the
Key Stage 3National Strategy for
science(306)49
Designing anorganism(309) 11
Discovering DNA (308) 36
DNA forreal:learning about PCR in
sciencecentreworkshops(308) 49
DNA in the school curriculum–a
poorly exploited asset? (308) 57
DoesICT in sciencereallyworkinthe
classroom? Part 1:The individual
teacherexperience(309) 105
Does science education research count?
(307) 13
Down’s syndrome: anupdate and ideas
for student research and debate (307)
115
Ecology fieldworkin16to19biology
(307) 79
Effective use ofthe Internet in science
teaching (309) 77
Effective use ofICT in secondary
science: guidelines and case studies
(309) 53
Embedding the Key Stage 3National
Strategy for science into departmental
practice (306) 59
Enhancing teaching and learning of
sciencethrough useofICT: methods
and materials (309) 41
Evaporation and boiling –trainee
scienceteachers’understanding
(309) 131
Examining the mismatch between pupil
and teacher knowledge in acid–base
chemistry (308) 81
First steps in educational research: the
experience ofstudent teachers (307)
49
Franklin and Wilkins –the forgotten
pair?(308) 75
Freeze-thawweathering demonstrated
in asingle lesson (306)121
HasICT in scienceteaching come of
age? (editorial) (309) 39
Ideasand evidenceinscience:the
portrayal ofscientists in GCSE
textbooks (307) 89
Improving attitudes toscience and
citizenship through developing
emotional literacy (307) 103
Investigating the effect of acid on
carbonates using amicroscale
technique (309) 12
In-vitro fertilisation with adifference:a
game of inheritance (308) 39
Linus Pauling and DNA (308) 22
Managing data effectively toraise
attainmentin keystage 3science
(306) 27
Managing people –the art of science
teacher development (306) 17
Managing health and safety in science
departments (306) 33
Managing science insecondary schools
in Ireland (306) 39
Managing the curriculum (306) 23
Method of least squares –isit really
necessary?(309) 9
Modelling DNA in the lab (308) 24
Monitoring progress within key stage 3
(307) 12
Observing the antimicrobial effects of
plastic impregnated with triclosan
(306)119
One school’s experience ofthe key
stage 3National Pilot (306) 53
Playing withparticles–ateaching
approach forA-level (post-16)
particle physics(307)118
Powerpoint :just another slide show or
ausefullearning aid? (309) 61
Primary Science Review 2001–2: some
themesof interest tosecondary
teachers (306)111
Put the champagne on ice(306)14
Rationale and methodologyof testing
and assessment (308) 12
Reforming school science education in
the light of pupil views and the
boundaries of science (307) 71
Responding toalternativeconceptions
in the classroom (308) 99
RNA versus DNA (308) 19
Science and disease: where life and
death intersect (309) 31
Science education research and practice
–doesitcount?(308) 12
Scienceorscienceeducation research
(308) 9
Science teachers as researchers –a
model for professional development
(307) 43
Science teaching and literacy,part 3:
Speaking and listening,spelling and
vocabulary (306)83
Some modelling ideas for teaching
about DNA (308) 24
Strategies for making effective use of
ICT in sciencelessons(309) 93
Students’understanding of acid,base
and saltreactionsin qualitative
analysis (308) 89
Tackling key stage 2to3transition
problems–abridging project(306)
99
Talk,action and visual communication
in the teaching and learning science
(308) 117
Technology in scienceteacher
education (309) 99
School Science Review ,June 2003, 84(309) 157

Index
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The ChemSketch windfall (309) 19
The discovery of the double-helix: a
brief history of the MRC Laboratory
of Molecular Biology (308) 65
The DollyMixturemodel of the DNA
double helix (308) 23
The keystage 3NationalPilotfor
science –areview (306) 43
The method of averages versus the
method of least squares (308) 14
The nature ofscience education
research(307)35
The role of the head ofscience in
managing the KeyStage 3National
Strategy for science (306) 63
Thinking frameworksforplanning ICT
in sciencelessons(309) 113
Towards evidence-based practice in
scienceeducation (307)19
Using data effectively toraise
attainmentin keystage 3science
(306) 33
Using Powerpoint effectively in
scienceeducation:lessonsfrom
researchand guidanceforthe
classroom (309) 69
Using the internetfordazzling DNA
teaching (308) 45
Why is emotional literacy important to
scienceteachers?(306)97
Why professional development should
challenge teachers’corebeliefs
(306) 77
Year 6toYear 8tracking: investigating
the keystage 3dip (307)65
Subject index
acid-base chemistry, mismatch with
pupils’understandings(308) 81
alternativeconceptions,chemistry
(308) 99
aluminium,compounds(307)117
antimicrobialaction (306)119
attitudes toscience, pupils (307) 103
best-fit line (306) 122; (309) 9
chemicalequations(308) 89
ChemSketch (309) 19
citizenship, and science education
(307) 103
conceptmapping and professional
development (306) 77
concepts in physics, communicating
(308) 117
condensation bands,hydrogen (309) 13
confidenceintervals(309) 29
corecharge (306)105
CPD and conceptmapping (306)77
Crick, Francis (308) 65
curriculumdevelopment,pupils’needs
(307) 71
curriculum, developing schemes of
work(306)23
Darwin, Charles (307) 89
demonstrations,magnetism(308) 117
DfES Best Practice Research Scholarship
(307)61,65
diseases, and science education (309)
31
DNA 50, specialissue (308)
DNA, in school curriculum (308) 57
and RNA (308) 19
at MRC Laboratory of Molecular
Biology,University of Cambridge
(308) 65
classroom resources(308) 23,24,
30,34
extraction of DNA (308) 36
molecular model (308) 23,30
molecular structure (308) 34
papersculpture(308) 30
Pauling’s contribution (308) 22
using the Internet(308) 45
double helix,brief history (308) 6575
Down’ssyndrome, genetics(307)115
earth science, weathering (306) 121
ecology,exercise(309) 11
ecology,fieldwork, post-16 (307) 79
electric fields (307) 123
electrostatic charge (307) 123
emotional literacy (306) 97; (307) 103
Escherichiacoli (306)119
evidence-based practice (307) 19
Excel,confidenceintervals(309) 29
Faraday cage (307) 123
Franklin,Rosalind, (308) 75
game,genetics(308) 39
game,particle physics(307)118
geologicaltime (306)125
health and safety (306) 33
history of science, and textbooks
(307) 89; (308) 16
ICT, laboratory design (309) 87
ICT, Powerpoint (309) 61, 69
ICT, technology(309) 99
ICT in scienceeducation, specialissue
(309)
ideas and evidence (307) 89
initialteachertraining,scienceteaching
(307) 49
Internet, DNA, teaching (308) 45
Internet, and science teaching (309) 77
ISED project(307)103
keystage 2science (308) 109
key stage 2to3(307) 65
key stage 2to3, bridging (306) 69
key stage 3dip (307) 65
key stage 3management, head of
science(306)63
key stage 3National Pilot (306) 43, 53
Key Stage 3National Strategy (306)
49, 59,63
key stage 3, using data effectively
(306) 27; (307) 12
King’s College London, and the
structureofDNA (308) 75
Laboratory of Molecular Biology (308)
65
Lego model of DNA (308) 26
literacy,and science teaching (306) 83
magneticfield patterns(308) 117
Managementand KeyStage 3, special
issue (306)
managing people (306) 17
managing science curriculum, in the
Republic of Ireland (306) 39
method of averages(306)122; (308)
15; (309) 9
method of least squares (306)122;
(308) 15; (309) 9
misconceptions,and QA (308) 89
misconceptions, classroom resources
about (308) 99
National Pilot, key stage 3(306) 43, 53
National Strategy, see Key Stage 3
NationalStrategy
newspaper reports, and science
teaching (309) 121
opticalfibres(309) 24
organism,designing an(309) 11
particle physicsgame (307)118
Pauling, Linus (308) 22
performancedata(306)27
Powerpoint (309) 61, 69
Primary Science Review ,review of
(306)111
professional development (307) 43
professional development, Best
Practice Research Scholarships
(307) 61, 65
pupils’perceptions,KS2science(308)
109
qualitativeanalysis(308) 89
researchers, science education (307) 13
RNA, versus DNA (308) 19
schemes of work, developing (306) 23
sciencecentreDNA workshops(308)
49
science education research and
dissemination (307)13
158 School Science Review ,June 2003, 84(309)

■
Index
scienceeducation researchand
practice, special issue (307)
science education research, partnerships
(307) 43
science teaching, and emotional
literacy(306)97; (307)103
scientific literacy and citizenship (309)
121
statistics (306) 122; (308) 15; (309) 9
29
teacher development (306) 17
teachers’views of scienceeducation
research(307)35
teaching chemistry concepts (306)105
teaching, educational research, impact
on teaching (307) 19; (308) 9, 12, 14
textbooks,ideasand evidence(307)89;
(308) 16
time-line (306) 125
training, Key Stage 3National Strategy
(306) 49
triclosan(306)119
Wallace,Alfred Russel (307)89
Watson, James (308) 65
weathering, demonstrating (306) 121
West, Dick, atribute to (307) 126
Wilkins,Maurice (308) 75
Author index
Aplin, DG(308) 16
Asoko,H(306)111
Auty,G(309) 24
Bartholomew,H(307) 19, 35
Beggs, J(308) 109
Bennett,J(307)7,49
Bentley,D(307) 127
Borrows,P(306)33
Breithaupt,J(308) 16
Brown,D(307)118;(309) 87
Broxham,M(306)53
Campbell,B(307)49
Chaplin,M(309) 93
Chapman,BR(308) 12
Chia, L-S (308) 89
Churchill,H(306)63
Clarke,J(306)59
Collins, S(307) 19
Crompton,Z(306)49
Dillon, J(306) 7, 17; (307) 43
Doneghan C(307) 103
Duschl, R(307) 19, 43
Edwards, R(306) 23
Erduran, S(308) 75, 81
Essex, J(307) 61
Evans, M(306) 43
Evans, SW(308) 23
Finch, JJ(308) 65
Finlayson,H(309) 105
Forrest,B(309) 11
Gibson,MT(307)65
Glaister,P(308) 14
Goh,N-K(308) 89
Goodwin,A(309) 131
Hames,V(307) 19, 35
Harper,E.(309) 87
Harrison,S(307)103
Henderson,P(309) 12
Heselden, R(306) 83, 121
Hind,A(307)19,35
Hollamby,P(309) 61
Hoppé,J(306)122; (308) 9;(309) 9,
29
Hulse,N(308) 39
Hutton,TAM,(306)119
Jarman,R(309) 121
Jewitt,C(308) 117
Jolliffe,A(308) 49
Jones, R(309) 13
Kilbey,T(307)103
Kinchin,IM(306)77,119
Kumar, DD(309) 99
Leach, J(307) 19, 35
Lewis, J(307) 19
Lewis, S(309) 84
Lock, R(307) 13, 79
Madden,D(306)14;(308) 30,34,36
Matthews,B(306)97; (307) 103
Mazurek,HA(308) 45
McClune, B(309) 121
Millar,R(307) 19, 35
Monk, M(308) 14
Mumford, C(309) 19
Murphy,C(308) 109
Murphy,E(306) 125
Murphy,PJ(306)125
Newton,L(309) 113
Nott,M(307)127; (308) 75
Oldham,V(306) 27; (309) 53
Osborne, J(307) 19, 35; (308) 75
Palmer, M(306) 39
Parkinson, J(309) 61
Parrott, MJ(307) 12
Pickersgill,D(309) 77
Ramsden,EN(308) 16
Ratcliffe, M(307) 19, 35
Reiss, MJ(307) 71
Rogers.L(309) 105,113
Rowcliffe S(309) 69
Ryan,M(306)69
Samuels,G(309) 31
Schollar,J(308) 26,30
Scott,P(307)19;(308) 117
Severs,P(309) 12
Seymour, J.(308) 39
Sindall,M(308) 24
Sissling,S(307)43
Souter,N(308) 57
Spoors,M(308) 15
Spurgin, B(307) 123
Staples,R(306)83
Taber, KS(306) 105; (308) 99
Talbot,C(307)115,117; (308) 19,22
Tan, K-C D(308) 89
Tilling,S(307) 79
Treagust,DF(308) 89
Watson,R(307)43
Wellington, J(309) 39
Williams,JD(307) 89
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School Science Review ,June 2003, 84(309) 159