Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches

Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches

Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches

Teaching and Learning Secondary Science: Contemporary Issues and Practical Approaches

Synopsis

In Teaching and Learning Secondary Science Jerry Wellington (with Mick Nott and Jon Scaife) discusses the major issues in science education today. This discussion is used to support very practical resources for teachers in training, practising teachers and mentors.

Excerpt

There is no substitute for teaching experience and classroom observation. On the other hand, time is often needed to stand back and reflect upon this experience. The aim of this book is to encourage and assist teachers (both in training and in service), mentors and others involved in science education with that process of reflection in the hope that it will improve and enrich practice.

A lot has happened in recent years. This book is partly based on Secondary Science: Contemporary Issues and Practical Approaches, but it is rather more than a new edition of the 1994 book. It has been written with new standards for initial teacher training in mind but is not geared specifically to any particular statements of standards or competencies, nor to a specific curriculum. It should therefore be of value to students, teachers and mentors in the UK, USA, Australasia and other countries.

The book aims both to cover contemporary issues in science education which will have a direct bearing on science teaching in the new century, and to present and discuss practical approaches in science education. Contemporary issues such as the role of practical work, the nature of science, the place of information and communication technology (ICT), children’s prior learning, the importance of language in science education, the need for differentiation, the handling of controversial issues, and the role of ‘informal’ learning are all considered. In parallel with those discussions, practical approaches for teaching and learning are offered which, I hope, will be of value in the classroom and the laboratory.

Space is limited, so none of the discussions or suggestions goes into the depth that could be achieved if a single book were written on just one of the areas. Consequently, ample references and suggestions for further reading are given throughout. This book, like science teaching for all, is designed for a mixedability, mixed-attainment and mixed-motivation audience, so it provides for the possibility of special needs and interests and offers ample scope for extension work. Some readers may not have the time or the inclination to follow up the references and further reading but we hope that others will.

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