It is concluded that we need to look carefully at the purposes of such discussion and the degree to which they are achieved. The strengths and weaknesses of using a discussion framework are discussed and finally recommendations for practice are suggested to encourage informed pupil debate on these issues. Comments are made on the difficulties of trying to meet the National Curriculum's 'Science for Everyday Life'. Many post-16 chemistry courses start with revision and consolidation of ideas about mole calculations. This would be a good progression from the requirements of the key stage 4 National Curriculum in England and Wales.
Advice is offered on planning geology field trips, including sources of information.
A visit to study geological features in the North Yorkshire Moors and the Yorkshire coast is described. The implications for investigative work and its assessment are analysed in this article. An encouraging degree of overall agreement was found, but the study also highlights some of the difficulties that may be encountered. Some common student misconceptions are perpetuated by teachers, textbooks and rote learning methods. We need to be aware of these and to develop instructional strategies to challenge and change them.