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Making Sense Of Secondary Science

Author: Rosalind Driver
Publisher: Routledge
ISBN: 1134860838
Size: 36.83 MB
Format: PDF
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When children begin secondary school they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. These ideas, right or wrong, form the basis of all they subsequently learn. Research has shown that teaching is unlikely to be effective unless it takes into account the position from which the learner starts. Making Sense of Secondary Science provides a concise and accessible summary of the research that has been done internationally in this area. The research findings are arranged in three main sections: * life and living processes * materials and their properties * physical processes. Full bibliographies in each section allow interested readers to pursue the themes further. Much of this material has hitherto been available only in limited circulation specialist journals or in unpublished research. Its publication in this convenient form will be welcomed by all researchers in science education and by practicing science teachers continuing their professional development, who want to deepen their understanding of how their children think and learn.

Improving Secondary Science Teaching

Author: John Parkinson
Publisher: Psychology Press
ISBN: 0415250455
Size: 33.82 MB
Format: PDF, Mobi
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Improving Secondary Science Teaching has been written to help teachers both new and experienced reflect on their current practice and consider how to improve the effectiveness of their teaching. The book examines each of the common teaching methods used in science in relation to pupils' learning and provides guidance on management issues and procedures. With underlying themes such as pupils' interest in science and their motivation to learn; how pupils learn science; the type of science currently being taught in school; and the value of educational research; the book includes chapters on: the improvement process planning for progression and continuity promoting pupils' learning dealing with differences making use of information from assessment learning about the nature of science This timely book will be of interest to practising science teachers, particularly those who are working to improve the management of science departments or their own teaching practice. It will also be a valuable resource for science education researchers and students on higher degree courses in science education.

Teachers Learning From Professional Development In Elementary Science

Author: Andrew Hopkins Falk
Size: 64.94 MB
Format: PDF, ePub, Mobi
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Formative assessment, the assessment of student understanding to inform learning, has been shown to be a teaching practice that has powerful positive effects on student learning. Pedagogical content knowledge (PCK), teachers' knowledge specific to teaching particular subject matter, has been posited as an important resource for teachers engaging in formative assessment. However, no research has been conducted into the role of PCK in teachers' formative assessment practice. This study examined relationships between teachers' formative assessment and pedagogical content knowledge in the context of a professional development program that engaged eleven elementary science teachers in analysis of samples of their students' work related to electric circuits. It investigated both the ways that teachers' PCK contributed to their formative assessment practice, as well as the opportunities created through formative assessment for teachers to build PCK. Analyses showed that teachers both used and built pedagogical content knowledge through their engagement in formative assessment. Teachers built knowledge of student understanding though interpretation of the student work, and used that knowledge in subsequent interpretation. The assessment tasks supplied by the PD and the corresponding student work provided evidence of a range of and patterns in student thinking. In general, teachers made productive use of the evidence available in the work, and used multiple approaches to interpretation that created opportunities to build different kinds of PCK. However, when teachers were engaged in the task of interpreting larger sets of work in focused ways and constructing a rubric, their approach to interpretation obscured the patterns available in the work, and constrained their opportunities to build PCK. Teachers used knowledge of the local curriculum and instructional strategies as they engaged in formative assessment, knowledge derived from their own science learning experiences in the PD, and their concurrent teaching practice. Through their talk and collective analysis, teachers co-constructed an orientation toward the nature of classroom science in which students were responsible for applying concepts provided by the teacher to appropriate situations. Patterns in teachers' talk about assessment were consistent with this orientation. There was also evidence that teachers' expressed PCK was consistent with this orientation. More often, however, teachers did not describe classroom practice to a level of detail that supported connections to a specific orientation. The findings provide support for proposals that PCK is an important resource for teachers' formative assessment practice, as well as providing evidence that formative assessment represents an important opportunity for teachers to build PCK. Future research and professional development in this area needs to consider the role of material resources such as curriculum and assessment tools, as well as the role of teachers' orientations to the nature of classroom science.

Transformative Education

Author: Maureen Pope
Publisher: Wiley-Blackwell
Size: 67.86 MB
Format: PDF, ePub, Mobi
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This book is designed to meet the needs of teachers working in a range of contexts. It applies the principles of personal construct psychology (PCP) and invites teachers to reflect on the implications of these for classroom practice. The book begins by providing a comprehensive review of the philosophies and theories underpinning education as a basis for demonstrating the particular relevance of PCP for educational research and practice. This establishes a conceptual framework for the extensive practical guidance which follows on how to implement, with sensitivity and rigour, a range of techniques, from the traditional structured repertory grid to more innovative flexible strategies, within education. 1 - Alternative Perspectives on Education 2 - Personal Construct Psychology Approaches in Education 3 - Alternative Constructions of Educational Research 4 - Practical Considerations in the Use of Repertory Grid Techniques 5 - Beyond the Grid 6 - Developing an Appropriate Climate 7 - The Learner as Personal Scientist 8 - Teachers Perspective 9 - Anticipation and Transformation

Inclusion In The Secondary School Support Materials For Children With Autistic Spectrum Disorders Asd

Author: Penny Kershaw
Publisher: National Autistic Society
ISBN: 9781905722020
Size: 64.26 MB
Format: PDF, Kindle
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Packed with useful strategies and photocopiable work materials, this book will be useful for SENCOs and the mainstream staff. The ideas and methods suggested by authors will benefit a whole range of the students in the school, not only children with an ASD.

Teaching Secondary Science

Author: Keith Ross
Publisher: Routledge
ISBN: 1317564081
Size: 65.55 MB
Format: PDF, Docs
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The fourth edition of Teaching Secondary Science has been fully updated and includes a wide range of new material. This invaluable resource offers a new collection of sample lesson plans and includes two new chapters covering effective e-learning and advice on supporting learners with English as a second language. It continues as a comprehensive guide for all aspects of science teaching, with a focus on understanding pupils’ alternative frameworks of belief, the importance of developing or challenging them and the need to enable pupils to take ownership of scientific ideas. This new edition supports all aspects of teaching science in a stimulating environment, enabling pupils to understand their place in the world and look after it. Key features include: Illustrative and engaging lesson plans for use in the classroom Help for pupils to construct new scientific meanings M-level support materials Advice on teaching ‘difficult ideas’ in biology, chemistry, physics and earth sciences Education for sustainable development and understanding climate change Managing the science classroom and health and safety in the laboratory Support for talk for learning, and advice on numeracy in science New chapters on e-learning and supporting learners with English as a second language. Presenting an environmentally sustainable, global approach to science teaching, this book emphasises the need to build on or challenge children’s existing ideas so they better understand the world in which they live. Essential reading for all students and practising science teachers, this invaluable book will support those undertaking secondary science PGCE, school-based routes into teaching and those studying at Masters level.