School Science Review (SSR)

• 

  Año 2017, Vol. 98, Número 364

  • Science notes

    • The famous 137-second plant hunt

      Nicky Souter

      págs. 11-12

      

    • Two simple methods to enrich the teaching of molecular genetics

      Stephen Rowcliffe

      págs. 12-15

      

    • Intermolecular forces

      Hally Yick, Robert Laird

      págs. 16-18

      

    • How much gas does a gasholder hold?

      Peter Borrows

      págs. 18-19

      

    • Visualising energy transformations in electric circuits with infrared cameras

      Elisabeth Netzell, Fredrik Jeppsson, Jesper Haglund, Konrad J. Schönborn

      págs. 19-22

      

    • Investigating the use of Electrolycra

      Catherine Dunn

      págs. 22-25

      

    • The sky hook: A centre of mass illusion

      Frank Harris

      págs. 25-27

      

  • Articles

    • Using test data to find misconceptions in secondary science

      Travis T. Fuchs, Mike Arsenault

      • Resumen

      págs. 31-36

      

    • What is a chemical element?

      Marten J. ten Hoor

      • Resumen

      págs. 37-40

      

    • Touch-initiated reaction of nitrogen triiodide as a template for activation energy classroom discussions

      Duncan Short

      • Resumen

      págs. 41-46

      

    • Using the REACT strategy to understand physical and chemical changes

      Neslihan Ültay, Seda Çavuş, Eser Ültay

      • Resumen

      págs. 47-52

      

    • Heat transfer in a paper cup

      Carla Isabel Ribeiro

      • Resumen

      págs. 53-56

      

    • The use of force notation to detect students’ misconceptions: Mutual interactions case

      Ahcene Serhane, Abdelhamid Zeghdaoui, Mehdi Debiache

      • Resumen

      págs. 57-63

      

    • The ripple tank: Management and observation

      Geoff Auty

      • Resumen

      págs. 65-75

      

    • Optimal learning in schools – theoretical evidence: Part 2 updating Piaget

      John Crossland

      • Resumen

      págs. 77-83

      

    • Optimal learning in schools – theoretical evidence: Part 3 Individual differences

      John Crossland

      • Resumen

      págs. 85-91

      

    • Learning Landscapes: A form of formative assessment supporting assessment without levels

      Brian Matthews

      • Resumen

      págs. 92-100