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"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."

NHGRI's downloadable PDF book on genetics, DNA, the Human Genome Project, genetic research and the future of genomics.

Ed Walsh, Science Advisor for Cornwall Learning, has taken eight of the case studies from the book and turned them into lessons aimed at GCSE level students. The lessons are designed to engage and excite students and encourage them to think for themselves. Pupils in secondary schools are in many cases very capable of understanding the 'Bad Science' approach and making good use of it themselves. Their grasp of scientific concepts and their enquiring minds mean that Bad Science is good for school science.

"Professor Tim Entwisle, Royal Botanic Gardens director, will release a book Sprinter and Sprummer: Australia's changing seasons in September, that will argue there should be five seasons and these should include two springs."

Illume does this by offering the world's largest database of syllabi; reading lists; course notes; text and trade books; newspaper, magazine and journal articles; videos; case studies; simulations; problem sets; lecture presentations; and other instructor and student materials.  It has just been introduced and it is completely free for all to use. While it is designed for university instructors, high school teachers looking to assign learning materials beyond textbooks will also find it very useful.

"Gradually, an important and growing evidence of the impact of understanding neuroscience in terms of learning and education has started to inform pedagogy, along with a better appreciation of how we learn. Yet, there is a lot of confusion and misunderstanding to what neuroscience science is, and many within the education sector would struggle to explain the principles, science and research to recognise how the brain processes information. Fundamentally, neuroscience literally means the 'science of the nervous system', making use of the principles and many techniques from the main science disciplines of physics, chemistry and biology."

We all remember science lessons from our school days. Whether the lessons were with the more 'characteristic' teachers in the school, or whether you all released the gas taps when the teacher foolishly left the room, we all seemed to miss the link that science is life! And what an opportunity science teachers have in releasing the magic of life to their pupils, answering BIG questions like "Why am I like my parents?", or "What will my life be like in 2050?", or "Why is Pripyat a deserted town?"