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With a background in biochemistry, specifically microbial genetics, Naomi trained as a chemistry teacher. Over more than 15 years of teaching she has become increasingly aware of the impact that language has on the learning and teaching of chemistry. She has a master's degree in education (applied linguistics).
Naomi's classroom research is focused on oracy as a tool to build both familiarity and understanding of the language of chemistry. She uses collaborative learning and oracy pedagogy to encouraging students to think about and explore their understanding of chemical concepts. Through these techniques she strives to connect practical work with its underlying chemical concepts and facilitate active learning.
 

Jane is a Reader in education, with a specialism in inclusion in STEM at Strathclyde University. Her major professional and research interests are inclusive science education and the preparation of teachers to deliver an inclusive STEM curriculum, along with curriculum design and assessment. Her primary focus in on science for learners with intellectual disabilities but Jane’s interest extends far more widely into the mechanisms by which some groups are excluded from science.

Johanne is an °ÄÃÅÁùºÏ²Ê¿ª½±¼Ç¼ Education Coordinator who has over 16 years’ experience delivering and teaching practical chemistry and lab skills. She now supports teachers across Northern Ireland to deliver high quality science lessons, with confidence. Johanne has designed and delivered workshops on topics such as chemistry demonstrations with impact, drug development (from concept to consumer), cognitive theory within chemistry lessons and STEM club provision.

Adam is a chemistry teacher and a science educator who blogs about science education, cognitive science, evidence-based practice and more. He is also education director at Carousel Learning and delivers CPD nationally and internationally. Adam has written several books, most recently Teaching Secondary Science: A Complete Guide.