Helping To Bring The Science of DNA Into The Classroom

We are pleased to introduce the second of three new Science Catalogues for 2014 which amongst other highlights includes a big increase in the number of Biotechnology products featured.

Out now, our summer term brochure sees the size of our Edvotek Biotechnology range double and introduces new products such as ‘Mystery of the Crooked Cell’ and ‘M12 Electrophoresis Apparatus’ to a range which already features resources such as ‘What Does DNA Look Like’,  ‘DNA Fingerprinting Made simple’ as well as fundamental pieces of equipment such as PCR machines and UV Transilluminators’.

There’s no doubt that many students possess an inherent interest in the study of DNA, in part fueled by programmes such as C.S.I. but there’s also a belief by some that it’s ‘out of reach’ science for them. This new larger range of biotechnology equipment is aimed to help bring the subject of DNA to life, make it engaging, easier to understand and of course affordable for schools. 

Using biotechnology resources from our range is a great way to make learning engaging and memorable. Our kits take the complex subject of DNA for example and apply the science in a way that helps students to absorb the information, and appreciate its use and value in the real world. There are plenty of studies that suggest children find it easier to learn when they are doing something practical, and biotechnology kits are the perfect way to do this. By expanding our range we hope that in some small way we can help convert students interest in the subject of biotechnology & DNA into learning and understanding of the subject.

Using History to Bring Science to Life

An article by Andrew Holding in the Guardian stuck a chord with our own experiences of learning science as a child and also seemed to reflect the enthusiasm for certain science lessons seen in today’s students.

The essence of Andrew holdings article is that 'Neglecting the rich history of science when teaching it is a missed opportunity to connect the subject to the world around us.'

Andrew states that teaching the stories and characters behind scientific discoveries makes the difference when engaging students on a particular topic. ‘Storytelling is nothing new and has played a role in education for centuries, if not millennia. But with the pressure of working towards examination, many teachers and students lament the lack of time spent beyond the syllabus. The stories and characters behind the science are often as fascinating as the science itself, or sometimes just mind-bogglingly strange.’

Sharing the real life stories behind the science is a technique the producers of TV docu-dramas would use and that’s why the often manage engage the masses in what would otherwise be viewed by much of the audience as pretty dry subject matter – it’s the human angle which brings the subject of the science to life and which enables the subject to connect and cut through with it’s audience.

A great case in hand is the 100+ year journey to the discovery of DNA and all the individuals involved in this journey, starting in 1869 when Swiss biochemist Friedrich Miescher isolated a new substance from the nuclei of white blood cells through to James Watson and Francis Crick’s paper of 61 years ago. Studying the history of each step on this journey will surely help engage students and help cement a better understanding of the science behind DNA. 

Bringing the Science of Forensics into the Classroom

Using forensic laboratory equipment is a great way to make learning science engaging and memorable. It takes basic scientific ideas and applies them in a way that helps students to absorb the information, and appreciate its use and value. There are plenty of studies that suggest children find it easier to learn when they are doing something practical, and forensic science kits are the perfect way to do this.

Forensic laboratory equipment gives students the chance to learn, practice, and apply a wide range of skills. Below is a list of some of our forensic equipment and kits, and information about the skills and experiments they teach children.

New Food Technology Range From Better Equipped

We currently supply science equipment to around 4000 UK secondary schools & colleges and this spring term we are excited and pleased to offer a new range of food technology products.

Our first food technology catalogue is out now and is packed full of products to help bring food technology lessons to life, and with everyday low prices, promotional offers and volume discounts it will also hopefully help you to get the most out of your budgets as well.

Using Forensic Laboratory Products as an Aid to Teaching Science

One of the challenges constantly facing science educators is making their topic relevant. This applies as much to the relevant bodies governing education as to its students.

Science contains a lot of large, complex ideas. Students can often find it hard to engage and relate with these ideas, especially if they cannot see how this knowledge will benefit them in the real world. Students can be very shrewd when learning new topics, and the question 'when will I ever need to know this?' is one that every teacher will surely have heard.

Call for Practical Science Experiments to be Protected in Curriculum

The Council for Science and Technology expressed in August its intention to write to the education secretary raising concerns over the science curriculum. The Council warns that the current focus on exams is squeezing practical laboratory experiments out of the curriculum. If things continue to progress down this path, the idea of school microscopes being a mainstay of any science lesson could soon become as antiquated as students playing with mercury.

Cramming for exams crowds out practical learning

In a letter to education secretary Michael Gove The Council for Science and Technology (CST) warns of the loss of practical science lessons as schools focus on preparing pupils for written exams. 

The council says that without practical learning, science lessons would be "like studying literature without reading books" and are lobbying for laboratory experiments to be protected in a shake-up of GCSEs and A-levels in England.

The CST, which provides strategic advice to the government says that the focus on exam grades is "pushing inspiring practical work into the margins as teachers concentrate on preparing for examinations". In it’s letter to Michael Gove the council states that practical learning should not be an optional extra but that laboratory based experiments are the "essence of science and should be at the heart of science learning"

The council believes that the changes to GCSEs and A-Levels should provide an opportunity to integrate more practical experiments into school science with teachers encouraged to "devise innovative and challenging practical based science curricula for their students, including more independent, project-based work".

A Department for Education spokeswoman said: "The Council for Science and Technology rightly notes that our reforms 'will give teachers space and freedom' to conduct more experiments and practical’s. By scrapping modules and January assessments, our reforms will end the constant treadmill of exams and leave more time for experiments and practical’s in science. We have also prioritised experiments in our new curriculum. Pupils will focus on practical work in primary school so they are ready to move on to more advanced laboratory work in secondary school."

Accompanying the letter from the CST is a report which argues that there has been a "steady erosion" of laboratory skills in school science over the past 20 years so let’s hope the planned changes provide an opportunity to reverse this trend.

Council for science and technology

http://www.bis.gov.uk/cst