Teaching Secondary Science: Constructing Meaning and Developing Understanding

✍ Scribed by Keith Ross, Liz Lakin, Janet McKechnie

• Publisher: Routledge
• Year: 2010
• Tongue: English
• Leaves: 263
• Edition: 3
• Category: Library

✦ Synopsis

Now fully updated in its third edition Teaching Secondary Science is a comprehensive guide to all aspects of science teaching, providing a wealth of information and ideas about different approaches. With guidance on how children understand scientific ideas and the implications this has on teaching, teachers are encouraged to construct their own meanings and become reflective in their practice. Relating science to government agendas, such as the National Strategies, Assessment for Learning and Every Child Matters, this new edition reflects and maps to changes in national standards.

Key features include:

• Illustrative examples for use in the classroom
• Theoretical grounding linked to practical application
• The pros and cons of different approaches
• M level support materials
• Additional section on earth, atmosphere and space
• Advice on teaching ‘difficult ideas’
• Education for sustainable development
• Managing the science classroom and health and safety
• Support for talk for learning, and advice on numeracy in science

Presenting an environmentally sustainable, global approach to science teaching, this book emphasises the need to build on and challenge children’s existing ideas so they better understand the world in which they live. Essential reading for all students and practising teachers, this invaluable book will support those undertaking secondary science PGCEs and provides material suitable for those studying at M level.

✦ Table of Contents

Book Cover......Page 1
Title......Page 4
Copyright......Page 5
Contents......Page 6
Illustrations......Page 8
Preface......Page 12
Acknowledgements......Page 14
Abbreviations......Page 15
PART I Science and Why We Teach It......Page 18
1 CHAPTER What Makes a Good Science Teacher?......Page 20
2 CHAPTER How Science Works......Page 27
3 CHAPTER Science Education and Sustainability......Page 40
PART II How Children Make Sense of Their World......Page 46
4 CHAPTER Learning through Language and Observation......Page 48
5 CHAPTER Elicitation: Children’s Ideas of the World......Page 58
6 CHAPTERA Constructivist Approach to Learning......Page 73
7 CHAPTER Active Learning Techniques......Page 80
8 CHAPTER Children Learning through Talking......Page 87
9 CHAPTER Children Learning through Reading......Page 94
10 CHAPTER Children Learning through Writing......Page 100
11 CHAPTER Numeracy in Science......Page 106
PART III Knowledge and Understanding......Page 116
12 CHAPTER Difficult Ideas in Chemistry......Page 118
13 CHAPTER Difficult Ideas in Physics......Page 137
14 CHAPTER Difficult Ideas in Biology......Page 145
15 CHAPTER Difficult Ideas in Earth Science and Astronomy......Page 156
PART IV Planning, Assessment, Teaching and Class Management......Page 166
16 CHAPTER Planning for Progression......Page 168
17 CHAPTER Assessment for Learning in Science......Page 175
18 CHAPTER Assessment of How Science Works......Page 182
19 CHAPTER Managing Pupils in Science Lessons......Page 190
20 CHAPTER Health, Safety and Laboratory Management......Page 200
21 CHAPTER Teaching and Learning at 14–19......Page 213
PART V Professional Values and the Wider World......Page 220
22 CHAPTER Inclusion and Science for All: Every Child Matters......Page 222
23 CHAPTER Learning Outside the Classroom......Page 234
24 CHAPTER Becoming a Professional Science Teacher......Page 242
References......Page 254
Index......Page 258