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"Children's positive perception of moving is an important supporter for natural physical activity and developing motor skills. A study at the University of Jyväskylä suggests that children had high perceptions of motor skills. Some gender differences were identified, however: girls were better in locomotor skills and boys had higher perception and actual skills in ball skills. "Because ball skills are typically utilized in versatile surroundings and good ball skills are a predictor for more frequent physical activity levels in adolescence, we should encourage girls to play more with balls already in early education," says PhD student Donna Niemistö from Faculty of Sport and Health Sciences. "In boys, there could be more locomotor skills like galloping and hopping involved. Niemistö concludes, "All children regardless of gender have a right to have positive and encouraging experiences of movement.""

"Incorporating the arts-rapping, dancing, drawing-into science lessons can help low-achieving students retain more knowledge and possibly help students of all ability levels be more creative in their learning, finds a new study by Johns Hopkins University. The findings were published on Feb. 7 in Trends in Neuroscience and Education and support broader arts integration in the classroom."

"The importance of offering a broad curriculum within the school system cannot be over-stated, allowing students to explore a range of topics that spark their interest, and potentially inspire them to follow a career path that can have a positive impact on their lives, society and the environment. STEM activities (built around Science, Technology, Engineering and Mathematics) offer a broad range of opportunities, opening up the potential of enquiry based learning that is relevant to the world we live in. Many education systems globally place a great emphasis on a STEM curriculum for all students, no matter of age, race, gender or ability, but what STEM based activities work best in your setting, helping students see the world differently, and potentially inspiring to enter STEM careers of the future?"

"Asking young girls to "do science" leads them to show greater persistence in science activities than does asking them to "be scientists," finds a new psychology study by researchers at New York University and Princeton University. "Describing science as actions, by saying 'let's do science,' leads to more science engagement than does describing science in terms of identities, by asking them to 'be scientists'" explains Marjorie Rhodes, an associate professor in NYU's Department of Psychology and the senior author of the study, which appears in the journal Psychological science. "These effects particularly hold for children who are the target of stereotypes suggesting that they might not be the kind of person who succeeds in science-in this case, girls," she adds."

"In his new book, Professor Keith Taber reassures practicing and training science teachers, as he explores a range of issues faced by secondary school educators and discusses strategies for teaching the nature of scientific knowledge, making practical work effective and challenging young scientists. Throughout the academic prose, Professor Taber reflects on the nature of scientific knowledge in science education encouraging creating narratives, challenging misconceptions, and exploring principles of constructive teaching. The book continues with exploring specific challenges, such as teaching electrical circuits to lower secondary school students, along with a chapter dedicated to supporting gifted students who excel at the subjects."

"Starting in the final term before I officially started in September was tough. I wasn't  anticipating having such a full teaching timetable and my own classes were incredibly unsettled. I found it difficult to establish myself as an average science teacher let alone attempt to lead a department. I was seriously considering if I had made the right move! I remember one student in what I thought was a difficult Year 9 class saying "sir why don't you go and get the head of science" to which I replied "I am the head of science!"."

"Young and inexperienced with rose-tinted goggles: I was mindful of my responsibilities as a new Science teacher. Expectations were high. When the Deputy Head of the school suddenly asked to observe one of my Year 9 Physics lessons I knew I had to perform well. As a thriving school with a great reputation, Denbigh definitely set the bar high. My Year 9 kids were typical 13 and 14-year-olds. Some days they were great and some days they'd just had enough. Keeping them on-task was a challenge for an unskilled teacher like me."

"How does STEM education differ between these countries? Who is doing it 'best'? We've done our research and these are the findings"

"Drawing from almost 200 scientific studies on workplace meetings, a team of psychological scientists provides recommendations for making the most out of meetings before they start, as they're happening, and after they've concluded. Their report is published in Current Directions in Psychological Science, a journal of the Association for Psychological Science. Meetings are a near-ubiquitous aspect of today's professional workplace and there is abundant trade wisdom and written guidance about how meetings should be run. But, as researchers Joseph Mroz and Joseph Allen (University of Nebraska Omaha) and Dana Verhoeven and Marissa Shuffler (Clemson University) point out, very little of this guidance is informed by the available Science."

"A great YouTube channel which aims to make information beautiful through superb graphics and narration. The videos are mostly about science."

Girls who play video games are three times more likely to choose physical science, technology, engineering or maths (PSTEM) degrees compared to their non-gaming counterparts, according to new research from the University of Surrey

"This is a superb site from the BBC with interesting questions to inspire awe and wonder. There are videos and other media which attempt to answer questions on history, science and much more."

"School librarians are information professionals, who can support and teach information, critical and digital literacy skills. Research skills from finding books via your school library catalogue to researching academic online resources such as Science in Context, helping students to navigate those online tools that can't be searched with a question (like they like do in Google), explaining and using keywords, creating good research questions and guiding them onto the internet searching with the knowledge and skills about how to do this safely."

Great opportunity for teachers wanting to integrate computer science into their curriculum. CodeHS PD and classroom content, partnering with St. Catherine University to offer graduate credits and additional online CS learning opportunities designed for general education K-12 teachers.

Primary teachers in New South Wales (NSW) are this year and next integrating a new Science & Technology Curriculum. It brings with it a number of challenges and opportunities and while it has much in common with the existing curriculum, it will require some significant changes.

Great student-facing online curriculum for K-12 teachers to use to teach computer science across the curriculum! Supported with professional development and options of graduate credits from St. Catherine University. Great materials!