Teaching science /
Science education has undergone far-reaching changes in the last fifty years. The articles collected together in this reader examine how we have reached our present consensus and what theories we now use to explain how children learn science. The central sections of the reader examine how all this c...
London ; New York :
Routledge in association with the Open University,
|Series:||Open University Postgraduate Certificate in Education (Series)
Table of Contents:
- Book Cover; Half-Title; Title; Copyright; Contents; Foreword; Introduction; Chapter 1 The laboratory comes of age; EARLY SCIENCE TEACHING; ARMSTRONG AND THE DAWN OF DISCOVERY; THE NATURALIST MOVEMENT IN EDUCATION; THE PHILOSOPHY OF COMMON SENSE; TRAINING THE FACULTIES; CHANGING TIMES; AFTER THE WAR; THE NEW MOVEMENTS IN BRITAIN AND THE UNITED STATES; TIME FOR REVIEW; NOTES; Chapter 2 Why the science curriculum changes Evolution or social control?; THE FORMS OF KNOWLEDGE; SOCIALLY CONSTRUCTED KNOWLEDGE; SOCIAL CONTROL; THE SCIENCE OF COMMON THINGS; THE EMERGENCE OF PURE SCIENCE.
- THE CURRENT SITUATIONNOTES; Chapter 3 The fallacy of induction in science teaching; NOTES; Chapter 4 Teaching about electric circuits A constructivist approach; DIFFICULTIES WITH ELECTRICITY; A CONSTRUCTIVIST APPROACH; Eliciting; Planning; Classroom activities; Evaluation; MANAGING THE LEARNING PROCESS; NOTES; Chapter 5 Pause for thought; NOTES; Chapter 6 Well, Mary, what are they saying here?; PRACTICAL WORK REVISITED; 'WORD WORK' FOR THE EXTRACTION OF IDEAS; SCIENCE LESSONS AS APPRECIATION OF IDEAS; STATEMENT 1; STATEMENT 2; TYPES OF INTERPRETIVE ACTIVITY; KINDS OF RESOURCE MATERIAL.
- MAINTAINING THE LEARNER'S FREEDOMSUPPORT FOR THE INTERPRETIVE WRITER; SOCIAL AND EMOTIONAL CLIMATE; NOTES; Chapter 7 Group discussions in the classroom; DISCUSSION FOR PRACTICAL WORK; DISCUSSION FOR THE INTERPRETATION OF RESULTS; Pupil discussion in groups; DISCUSSION FOR UNDERSTANDING SCIENCE-BASED SOCIAL ISSUES; Discussion within gaming and simulation; Discussing controversial issues in small groups; VALUES, KNOWLEDGE AND UNDERSTANDING; CONCLUSION; NOTES; General; Chapter 8 Chemical compositions; Chapter 9 A variety of methods; LEARNING BY DISCUSSION; NOTE.
- Chapter 10 Developing pupils' skillsINTRODUCTION; WHAT ARE INTELLECTUAL SKILLS?; Discrimination; Classing; Rules; WHAT ARE COGNITIVE SKILLS?; WHAT CAN WE DO TO HELP PUPILS TO DEVELOP COGNITIVE SKILLS?; Classroom strategies for developing cognitive skills; WHAT ARE MOTOR SKILLS?; HOW CAN MOTOR SKILLS BE DEVELOPED?; DEVELOPING STUDY SKILLS; Making summaries; Organising work; Taking notes; Understanding and memorising new concepts; Researching information; NOTES; Chapter 11 Something to mop up with; HOW TO RECOGNISE A GOOD DAY; NOTES; Chapter 12 Assessing and evaluating in science education.
- INTRODUCTION: WHY ASSESS?AN OVERVIEW OF NATIONAL ASSESSMENT SYSTEMS; 11-16; Assessment post-16; PRINCIPLES OF EFFECTIVE ASSESSMENT; Starting from aims and objectives; Using an assessment instrument which is appropriate for the purpose; Managing effective assessment; Sensible record keeping; EVALUATION; REFERENCES; Chapter 13 Gender differences in pupils' reactions to practical work; INTRODUCTION; GENDER DIFFERENCES IN ACHIEVEMENT-THE INTERNATIONAL SCENE; DIFFERENCES IN EXPERIENCE; DIFFERENCES IN WAYS OF EXPERIENCING; DIFFERENCES IN PROBLEM PERCEPTION; PUPIL-FRIENDLY PRACTICAL WORK?; SUMMARY.