Teaching secondary science : theory and practice / edited by Geoff Woolcott, Robert Whannell
- Published:
- Cambridge, United Kingdom ; New York, NY, USA : Cambridge University Press, 2018.
- Physical Description:
- xviii, 429 pages : illustrations ; 25 cm
- Additional Creators:
- Woolcott, Geoff and Whannell, Robert
- Contents:
- Pt. 1 Theory -- 1.1. Contemporary issues in teaching and learning science / Geoff Woolcott -- Learning objectives -- Introduction -- Science, science education and society -- Contemporary issues -- STEM and changes in science learning and teaching -- Summary -- Review questions -- Research topic -- Further reading -- References -- 1.2. On becoming a science teacher / Linda Hobbs -- Learning objectives -- Introduction -- The formation of identity -- Developing a science teacher identity -- The science teacher as an identity builder -- Teacher learning and crossing boundaries -- Summary -- Review questions -- Research topic -- Further reading -- References -- 1.3. Theory and practice in science education / Tony Yeigh -- Learning objectives -- Introduction -- Learning theories -- Inquiry learning -- The 5Es -- Other relevant theories -- The Australian national science syllabus -- Summary -- Review questions -- Research topic -- Further reading -- References -- 1.4. Real-world science in the classroom / Geoff Woolcott -- Learning objectives -- Introduction -- What is the Nature of Science? -- Scientific inquiry in a science education context -- Scientific misconceptions and how we can deal with them -- Real-world science: reflecting theoretical knowledge -- Summary -- Review questions -- Research topic -- Further reading -- References -- 1.5. Improving science teaching practice through collaboration and reflection / Geoff Woolcott -- Learning objectives -- Introduction -- Collaborative enhancement -- Collaborative reflection -- Collaboration and iteration -- Collaboration and transferable teaching skills -- Summary -- Review questions -- Research topic -- Further reading -- References -- 1.6. Assessing science teaching and learning / Neil Taylor -- Learning objectives -- Introduction -- Principles of assessment -- General principles of designing and writing an assessment task -- Assessment in the ACARA science syllabus -- Assessment of, for and as learning -- Assessment methods -- Assessment and the 5Es -- Summary -- Review questions -- Research topic -- Further reading -- References -- 1.7. Teaching using student-generated representations in science / Connie Cirkony -- Learning objectives -- Introduction -- Using representations to learn science -- Teaching science using representations -- Representational reasoning -- Summary -- Review questions -- Research topic -- Further reading -- References -- 1.8. Technology, electronic media and science education / Geoff Hilton -- Learning objectives -- Introduction -- Technology and its influence on science and science teaching -- Technology integration within science teaching and learning -- The roles of technology in students' science learning -- Science teachers using the multiple affordances of technology -- Summary -- Review questions -- Research topic -- Further reading -- References -- 1.9. Celebrating Australia's diversity through science education / Geoff Woolcott -- Learning objectives -- Introduction -- Diversity and cultural background -- Disability in science education -- The diversity in socioeconomic status (SES) -- Diversity and geographic location -- Summary -- Review questions -- Research topic -- Further reading -- References -- pt. 2 Practice -- 2.1. Engagement practices: a major issue in contemporary education / Geoff Woolcott -- Learning objectives -- Introduction -- Teaching for engagement -- Signposting for significance and connection -- Substantive conversations -- Higher order learning -- Feedback and metacognitive skills -- Summary -- Review questions -- Research topic -- Further reading -- References -- 2.2. Building identity and commitment to the teaching of science / Robert Whannell -- Learning objectives -- Introduction -- The identity and role of a science educator -- Strategies to support academic identity development for science students -- Summary -- Review questions -- Research topic -- Further reading -- References -- 2.3. Application of theory in science education classrooms / Tony Yeigh -- Learning objectives -- Introduction -- Inquiry-based learning (IBL) -- Learning theories and IBL -- IBL and cognitive load -- Summary -- Review questions -- Research topic -- Further reading -- References -- 2.4.Bringing real-world science into the classroom / Geoff Woolcott -- Learning objectives -- Introduction -- Nature of Science and application to real-world scenarios -- Inquiry approaches and development of scientific understandings -- Formulate clear understanding of concepts and resolve commonly held alternative conceptions or misconceptions -- Apply theoretical knowledge to examining real-world scenarios -- Summary -- Review questions -- Research topic -- Further reading -- References -- 2.5. Creating a classroom for engagement with scientific thinking, problem solving and real-world contexts / Geoff Woolcott -- Learning objectives -- Introduction -- Collaborative enhancement in practice -- Collaborative reflection in practice -- Collaborative iterations in practice -- Collaboration and transferable teaching skills in the classroom -- Summary -- Review questions -- Research topic -- Further reading -- References -- 2.6.Assessing science teaching and learning in the classroom / Robert Whannell -- Learning objectives -- Introduction -- Writing and returning an assessment task -- Writing an open-ended inquiry task -- Designing a marking rubric -- Using experiments in teaching, learning and assessment -- Summary -- Review questions -- Research topic -- Further reading -- References -- 2.7. Using representations in the science classroom / Connie Cirkony -- Learning objectives -- Introduction -- Engaging students by encouraging them to think scientifically -- Getting started with student-generated representations -- Planning a unit using the 5Es and the representational reasoning approach -- Starting your journey -- Summary -- Review questions -- Research topic -- Further reading -- References -- 2.8. Digital technologies in the science classroom and beyond / Geoff Hilton -- Learning objectives -- Introduction -- Integrating technology into science lessons -- Integrating technology for different purposes -- Technology for inquiry learning and higher order thinking -- Teachers using technology: What can it achieve? What should teachers consider? -- Summary -- Review questions -- Research topic -- Further reading -- References -- 2.9. Bringing Australia's diversity into science education / Geoff Woolcott -- Learning objectives -- Introduction -- Diversity and cultural background -- The diversity in disability -- The diversity in socioeconomic status (SES) -- Diversity and geographic location -- Summary -- Review questions -- Research topic -- Further reading -- References.
- Summary:
- Teaching Secondary Science: Theory and Practice provides a dynamic approach to preparing preservice science teachers for practice. Divided into two parts - theory and practice - the text allows students to first become confident in the theory of teaching science before showing how this theory can be applied to practice through ideas for implementation, such as sample lesson plans. These examples span a variety of age levels and subject areas, allowing preservice teachers to adapt each exercise to suit their needs when they enter the classroom. Each chapter is supported by pedagogical features, including learning objectives, reflections, scenarios, key terms, questions, research topics and further readings. Written by leading science education researchers from universities across Australia, Teaching Secondary Science is a practical resource that will continue to inspire preservice teachers as they move from study into the classroom. This book includes a single-use twelve-month subscription to Cambridge Dynamic Science.
- Subject(s):
- ISBN:
- 9781316636114 (paperback)
1316636119 (paperback) - Note:
- Geoff Woolcott is affiliated with Southern Cross University, Australia.
Robert Whannell is affiliated with University of New England, Australia. - Bibliography Note:
- Includes bibliographical references and index.
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