Teaching Science in Secondary Schools

A companion to Aspects of Teaching Secondary Science, the first section of this reader provides an overview of the key issues, discussing the nature of science and its role in the school curriculum. The second section goes on to examine critically the ways in which science is reflected in the school curriculum, while the third section discusses recent curriculum initiatives and developments. Turning the focus from what is taught on to who is taught, section four shows that students are very much active learners in the classroom, making sense of their experiences and constructing their own meanings. The final section covers the role of research in science education, giving examples of research papers and considering how productive collaboration between teachers and researchers can impact upon the effectiveness of classroom practice.

'For PGCE students on teaching experience in a school that is some distance from a university library, this is a godsend. The book will equally be of use to mentors in helping them to plan appropriate activities for their students.' - School Science Review'Newly qualified teachers and experienced teachers involved in mentoring PGCE students wil find lots to dip into in the text. The book will also save PGCE trainees on school placement a great deal of time and trips to libraries.' - Education in Chemistry, 'For PGCE students on teaching experience in a school that is some distance from a university library, this is a godsend. The book will equally be of use to mentors in helping them to plan appropriate activities for their students.' - School Science Review'newly qualified teachers and experienced teachers involved in mentoring PGCE students wil find lots to dip into in the text. The book will also save PGCE trainees on school placement a great deal of time and trips to libraries.' - Education in Chemistry'... the collection is a good representation of the issues and the discussions in the fields addressed ... The articles as a group provide the basic context, support and framework that are necessary for beginning teachers to have, as they make their pedagogical decisions in the science classrooom ... There should be little in these articles that is new to the seasoned science educator. Nevertheless, when one revisits issues and discussions after an absence and through different eyes, some new insights may arise.' - Canadian Journal of Science, Mathematics and Technology

Sandra Amos, Richard Boohan