Conceptual Science

I once had a cat called Schrödinger. At the time, I thought it was a clever name—a humorous nod to the famous thought experiment. But in hindsight, it was a terrible choice. When the cat passed away unexpectedly, the irony of his name was painfully apparent. Everyone laughed. Schrödinger, my cat, was no longer with us, and with him, the joke was no longer funny. And that’s the strange thing about Schrödinger’s cat—it was never just a simple joke, but a profound puzzle about the nature of reality itself. The original cat, of course, wasn’t real, but the scientist who gave rise to the thought experiment certainly was. Erwin Schrödinger, the Austrian physicist, was one of the central figures in the development of quantum mechanics. In the 1920s, Schrödinger, along with his peers, formulated equations that uncovered the strange and puzzling world of the very small—equations that have since become the bedrock of modern science. These equations didn’t merely describe a niche corner of scienc...

  Def. I. The Quantity of Matter is the measure of the same, arising from its density and bulk conjunctly. THUS AIR of a double density, in a double space, is quadruple in quantity; in a triple space, sextuple in quantity. The same thing is to be understood of snow, and fine dust or powders, that are condensed by compression or liquefaction; and of all bodies that are by any causes whatever differently condensed. I have no regard in this place to a medium, if any such there is, that freely pervades the interstices between the parts of bodies. It is this quantity that I mean hereafter everywhere under the name of Body or Mass. And the same is known by the weight of each body, for it is proportional to the weight, as I have found by experiments on pendulums, very accurately made, which shall be shewn hereafter.   The quantity of matter is the measure of the same, arising from its density and bulk conjunctly. The first definition pertains to the “quantity of matter”, thus promp...

Introduction In 2023, one of the most talked-about papers in education research was "Let’s Talk Evidence – The Case for Combining Inquiry-Based and Direct Instruction" by Ton de Jong and colleagues. This paper has sparked a lot of conversation in teaching circles, especially as it dives into a long-standing debate: how best to balance inquiry-based learning with direct instruction. Drawing on a strong body of evidence, the authors make a compelling case that combining these two methods can be far more effective than using either one alone. In this blog, I’ll take a closer look at the context and key outcomes of the paper, discuss its critical reception, and reflect on how its insights might be put into practice—especially in my own science teaching. Through exploring practical ways to apply these ideas, I hope to highlight how blending instructional approaches can deepen students’ understanding and engagement. My interest Looking back on my experience with enquiry-based lear...

I have long been interested in how science education is influenced by broader philosophical ideas. Having read widely in educational and cognitive psychology, as well as traditional philosophy, I have developed some thoughts over the years. For what it’s worth, here they are. The philosophy of science education is a complex, nuanced field that interrogates the epistemic, ontological, and pedagogical underpinnings of scientific inquiry and its transmission. At its core, it addresses the frameworks by which scientific knowledge is constructed, legitimised, and conveyed, often grappling with the dialectic tensions between empiricism, rationalism, and constructivist epistemologies. These inquiries reflect an intellectual tradition stretching back to classical thinkers like Aristotle, but they are further complicated by the radical shifts brought on by modern and postmodern critiques. Karl Popper’s theory of  falsifiability  anchors one foundational approach, suggesting that scient...

Today, let’s dive into a fascinating concept that bridges the worlds of neuroscience and pedagogy – neuromodulation and cognitive flexibility. As a science teacher who spends more time than most thinking about what makes our brains tick, I believe these insights can revolutionise how we teach, especially in fields like science where adaptability, curiosity, and resilience are crucial. What Exactly Is Neuromodulation and Why Should We Care? Neuromodulation refers to how chemicals in the brain – such as dopamine, serotonin, and norepinephrine – shape and modulate neural activity. These neurotransmitters affect everything from mood and motivation to attention and memory, all of which are essential for effective learning. Cognitive flexibility, meanwhile, is the brain’s ability to adapt thinking and behaviour in response to new or changing environments. It’s the mental equivalent of a Swiss army knife – essential for problem-solving, adapting to novel situations, and thinking creatively. I...

As a science teacher with a keen interest in improving teaching practices, I’ve often used  Cognitive Load Theory (CLT)  to guide my approach in the classroom. CLT’s main idea is straightforward: working memory is limited, so to help students learn effectively, we should reduce “extraneous load” and focus their attention on essential content. For years, this has been a helpful framework, and many teachers, including myself, have benefited from its structured approach. However, as I’ve explored further into learning theories, I’ve come to see that CLT’s core assumptions may be limited. In fact, its rigid structure may even be holding us back from a deeper understanding of how students learn. This is where the  Extended Mind Hypothesis  steps in. This theory, proposed by philosophers Andy Clark and David Chalmers, challenges the traditional idea that cognition happens solely within the brain. Instead, it suggests that thinking extends into our environments, tools, and ...

In 1971, Alan Paivio introduced a groundbreaking concept in cognitive psychology called “dual coding.” His idea was to combine visual stimuli with verbal explanations to enhance learning. Here, I want to explore whether we’re applying this concept effectively in science education, the various forms dual coding takes, and whether, in fact, we’ve been using it for much longer than we realise. In some subjects, teaching techniques have been highly didactic, with learners often expected to read and then understand, or engage in problem-solving. In science, however, instruction has traditionally involved demonstrations, which could be considered an early form of dual coding. For example, when a science teacher conducts an experiment, this visual act serves as one form of coding, while their verbal explanation provides the other. More recently, we’ve seen a focus on simpler diagrams as the visual component, but in essence, dual coding is about combining verbal explanations with meaningful vi...