1. Practical Work in A-level Science Is it valuable and justified, given limited contact time and content-heavy specifications?

2. What are the roles of cultural factors on students learning in physics concepts? Cultural factors include: language, religious beliefs, traditional beliefs and values, style of learning, upbringing, views of life What are the roles of cultural factors on students learning in physics concepts? Cultural factors include: language, religious beliefs, traditional beliefs and values, style of learning, upbringing, views of life

3. What would an A level chemistry student change in the current specification?

4. Do students do worse in certain question types? How do students approach these questions? Why do they do worse on these question types? Pupil exam performance and question type

5. A large number of children who have access to a computer either at home or at school are likely to start any research work by using the internet (Livingstone 2003). Whilst the internet is a massive resource full of an enormous amount of information there is also a lot of material which does not necessarily have the same degree of reliability as a reference book or researched article. (Wellington 2000). I propose to investigate the preferences of children when they are asked to carry out a research exercise and what do the teachers of these children think about the use of the internet for pupil research. What is the effect of the internet on how pupils research

6. Does an addiction to the use of Mobile Cell Phones adversely affect Academic Achievement

7. Is there a difference between the attitudes of learners in sets and in mixed ability groupings in Science and Maths?

8. Given the emphasis on teaching skills as opposed to content in the new national curriculum due for Wales in September 2008, I believe it is important to find out for myself how my pupils are best able to learn these skills. Given the emphasis on teaching skills as opposed to content in the new national curriculum due for Wales in September 2008, I believe it is important to find out for myself how my pupils are best able to learn these skills. Should the skills be taught in the same prescriptive way that actual content is taught, where the idea is explained to the pupils and they learn it. Or will they gain a better understanding of the skills required if they are given the opportunity to able to develop them through their own planning? Should the skills be taught in the same prescriptive way that actual content is taught, where the idea is explained to the pupils and they learn it. Or will they gain a better understanding of the skills required if they are given the opportunity to able to develop them through their own planning? Teaching skills in Science

9. KS2 KS3 TRANSITION How can a smooth transition be facilitated for 113 pupils from 58 feeder primary and junior schools?

10. Research Issue Does the practice of sharing learning objectives aid learning?

11. Research Question: What is the desired science content i.e. that which benefits students most from the Bristol ChemLabs Outreach activities? Background Sample Methodology Ethical Issues Accessibility of sample Resources Amount of Time Instrument & Methods of data collection An evaluation of Bristol ChemLabS Outreach Programme for schools : Science teachers perceptions on their benefits