Practitioner Perspective: Science through stories
Issue 22 | Page 38 | Published Jan 2022
Description
This article considers three case studies of practitioners and primary pupils using narrative or creative outputs to share their science learning.
More from this issue
This article examines data gathered in a study of using non‐fiction and fiction science‐based books as a basis to stimulate interest in learning...
The author looks at a model of teaching science that starts with imaginary play.
This issue's Editorial features guidelines on how to write for JES, and other ASE journals.