Good Practice in Science Teaching: What Research Has to Say
Science teachers, science teaching: Issues and challenges
How science works: What is the nature of scientific reasoning and what do we know about students' understanding?
Science for citizenship
Thinking about learning: Learning in science
Science teaching and cognitive acceleration
Practical work
The role of language in the learning and teaching of science
Technology mediated learning
Formative assessment in science
Summative assessment: Gold or glitter?
Students' attitudes to science
Supporting science learning in out-of-school contexts
Supporting the development of effective science teachers
Index
Professor David F Treagust, Curtin University of Technology, Australia
This new edition of Good Practice in Science Teaching offers a comprehensive overview of the major areas of research and scholarship in science education.
Each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching.
Thoroughly revised throughout, the new edition includes:
- Three new chapters covering: the learning of science in informal contexts; teacher professional development; and technology-mediated learning
- Updates to every chapter, reflecting the changes and developments in science education
- Further reading sections at the end of each chapter
This invaluable guide is ideal for science teachers of children of all ages, and others who work in teaching and related fields. It is an essential text for teachers in training and those studying for higher degrees.
Contributors: Philip Adey, Paul Black, Maria Evagorou, John Gilbert, Melissa Glackin, Christine Harrison, Jill Hohenstein, Heather King, Alex Manning, Robin Millar, Natasha Serret, Shirley Simon, Julian Swain, Mary Webb.