Judith F. Bennett

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Context-based and science – technology – society (STS) approaches to teaching science in high school have become widely used over the past two decades. They aspire to foster more positive attitudes to science while, at the same time, provide a sound basis of scientific understanding for further study. This paper reviews the detailed research evidence from(More)
A systematic review of the use of small-group discussions in science teaching with students aged 11-18, and the effect of different stimuli (print materials, practical work, ICT, video/film) on students' understanding of evidence A systematic review of the use of small-group discussions in science teaching with students aged 11-18, and the effect of(More)
There are no conflicts of interest for the core team of RG members. Other members of the RG (John Holman, Robin Millar) are involved in the development of 21 st Century Science, a course currently in its pilot phase which will be advocating the use of small-group discussions. A number of members of the RG (all of which advocated the use of small-group(More)
abstract This paper reports part of a study of the ways in which students' everyday experiences are used in pre-university chemistry curricula in a centralised and a decentralised education system, in South Africa and England, respectively. The changing role of contextualisation over the last 15 years is explored, in the ideal, formal and perceived(More)
This study evaluated the effect of specific scavengers of oxygen derived free radicals on the results of kidney preservation. The immediate function of rabbit kidneys preserved for 24 hr by hypothermic perfusion was studied on an ex vivo shunt. A significant improvement in creatinine clearance was seen when the perfusate was treated with superoxide(More)
A new easy-to-understand calibration method for the analysis of spectral data is developed. The "parallel calibration" method is logically simple and intuitive yet often provides an improvement over more complex standard calibration methods. A description of the algorithm with a technical justification for the parallel algorithm is presented, underscoring(More)
This working paper reports an evaluation of a continuous professional development (cpd) programme for experienced science teachers, i.e. the York Science Enhancement Programme (YSEP) sponsored by the Gatsby Charitable Foundation. The year-long part-time course aims to improve both their science content knowledge and their science education content knowledge(More)