Download A Practical Guide to Teaching Science in the Secondary by Douglas P. Newton PDF

By Douglas P. Newton

This sensible and obtainable workbook is designed to help pupil lecturers as they improve their easy educating talents and bring up their broader wisdom and realizing for instructing technology. Newly certified and starting academics also needs to locate it priceless. It comprises all of the recommendation, information and assets new and pupil technology lecturers have to think about and enhance their instructing perform, assisting them to devise classes around the topic in quite a few instructing events. worthy good points comprise: case reports examples of students’ paintings examples of present strong perform more than a few tried-and-tested instructing concepts photocopiable assets and coaching fabrics actions in each one bankruptcy to aid pupil background academics examine their studying and function net hyperlinks for extra analyzing on evidence-based perform.

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Additional resources for A Practical Guide to Teaching Science in the Secondary School (Routledge Teaching Guides)

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P. (2000) Teaching for Understanding, London: RoutledgeFalmer. For a fuller account of the nature of understanding, see Chapters 2–4. P. D. ) Meeting the Standards in Secondary Science, London: Routledge. This offers a short account of motivation in science education with some specific examples of how to interest pupils. Youens, B. (2005) ‘Planning and evaluating lessons’, in J. Frost and T. Turner, Learning to Teach Science in the Secondary School: a companion to school experience, 2nd edn, Abingdon: RoutledgeFalmer, 125–40.

Diagrams can, of course, be a learning or assessment exercise as when a picture of the carbon cycle is given to pupils in pieces for them to assemble and turn into words. 3 Doing it with pictures Construct a simple diagram to help you explain: • the digestive system; or • a car’s catalytic converter; or • multiple echoes heard on a boat on a lake amongst mountains. 3 continued Construct a chart to help pupils see similarities and differences in: • plant cells and animal cells; or • light and sound; or • the properties of sodium and potassium and calcium.

Here, thinking refers to what it takes to produce: • ideas and solutions to problems, as when seeking a way to control a variable; • explanations, reasons, justifications and predictions, as when a pupil tells you why something happens as it did, justifies a procedure, or tells you what will happen; • clarifications by, for instance, expanding upon an explanation or plan of action; • paraphrases, as when rewording the explanations of others; • evaluations, as in pointing to weaknesses in an argument, investigation, procedure or evidence.

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