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Learning to Teach Science in the Secondary School: A Companion to School Experience / Edition 3

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Overview

"Learning to Teach Science in the Secondary School, now in its third edition, is an indispensable guide to the process and practice of teaching and learning science. This new edition has been fully updated in the light of changes to professional knowledge and practice - including the introduction of Masters level credits on PGCE courses - and revisions to the national curriculum." "Written by experienced practitioners, this popular textbook comprehensively covers the opportunities and challenges of teaching science in the secondary school. It provides guidance on" "Every unit includes a clear introduction, learning objectives, further reading, lists of useful resources and specially designed tasks - including those to support Masters level work - as well as cross-referencing to essential advice in the core text Learning to Teach in the Secondary School, fifth edition." Learning to Teach Science in the Secondary School is designed to support student teachers through the transition from graduate scientist to practising science teacher, while achieving the highest level of personal and professional development.

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Editorial Reviews

From the Publisher
'This handbook presents a comprehensive introduction to the process and practice of teaching and learning science. This book is written in an accesible way, with the layout varied by boxed "tasks".' - Science Education Newsletter

'My first reaction on starting to read this book was "I wish I'd had this book when I started teaching". It is immensely practical but at the same time, challenges and encourages the student teacher to think about what they are doing and why.' - Perspectives in Partnership
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Product Details

Meet the Author

Rob Toplis is Senior Lecturer in Secondary Science Education at Brunel University, UK.

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Table of Contents

Introduction to the series

List of illustrations

List of tasks

List of contributors

Preface to the third edition

Acknowledgements

Abbreviations

1 Becoming a Science Teacher 1

1.1 Learning to be a science teacher Jenny Frost Frost, Jenny 2

the professional knowledge of science teachers: what needs to be known?

Submitting work at Masters level!

1.2 Managing your professional learning Jenny Frost Frost, Jenny 11

A model of professional learning

Working with áthe standards'

What you can expect from mentors and tutors

What you bring to the course: reflections on your starting point

Using observation as part of your professional development

Your contribution to the school

1.3 Working within a science department Jan Longman Longman, Jan 21

Organisation

Chains of management

Departmental meetings

Primary/secondary liaison

Making the most of the experience

Exploring other departments

2 The Science in the National Curriculum 33

2.1 Science in the National Curriculum Jenny Frost Frost, Jenny 34

background

National Curriculum assessment

The principles in the development of the national science curriculum

Reasons for changes in NC science

2.2 Science 11-14 Jenny Frost Frost, Jenny 40

framework for the programmes of study at Key Stage 3

assessment of progress: the attainment targets

wider aspects of the curriculum

national strategies for science

reviewing your work within the National Curriculum

modification of the age range for Key Stage 3

2.3 Science 14-19 Jenny Frost Frost, Jenny 51

14-16 science

16-19 science

3 Getting to Grips with Science 63

3.1 The nature of science Michael Reiss Reiss, Michael 64

what do we mean by how science works and the nature of science?

what do scientists study?

how is science done?

áreal science' compared to school science

pupils' views of the nature of science

3.2 Biology Katherine Little Little, Katherine 74

cells and DNA

plants as the powerhouses of the living world: photosynthesis

supplying energy: respiration

transportation of material

changing large molecules to small ones: digestion

controlling conditions: homeostasis

communication and control: hormones and the nervous system

cvolution and genetics

ecology: the interdependence of organisms and their environment

biology: the human animal

3.3 Chemistry Tony Turner Turner, Tony 83

particles and phenomena

how are atoms held together? bonding of particles

energy released or absorbed in chemical reactions

rates of reactions

entropy

properties and uses

learning about the macroscopic story and thinking about the particle story

3.4 Physics and astronomy Jenny Forst Forst, Jenny 94

the scope of physics and astronomy

forces and fields

matter is made of particles

electricity

electromagnetic radiation

radioactivity

change and energy transfer

the Earth in space

the expanding universe

the made world

strangeness of the stories in physics

a possible next step

3.5 Earth science Tony Turner Turner, Tony 104

the rock cycle

structure of the Earth

surface rocks

tectonic plate theory

time

dating rocks and fossils

environmental change

mechanisms of global warming

4 Planning for Teaching and Learning Science 117

4.1 Planning for progression in science Ralph Levinson Levinson, Ralph 118

describing progression

theorising progression

planning for progression

4.2 Using schemes of work to support planning Jenny Frost Frost, Jenny 131

planning and relationships to schemes of work

preparation prior to specific lesson planning

contributing to curriculum development

4.3 Planning and evaluating lessons Bernadette Youens Youens, Bernadette 143

identifying the main features of a lesson plan

planning the main features of a lesson: making a start

keeping a written record of your plan

checking lesson plans

setting professional development targets

lesson evaluations

keeping records: teaching files

a word of caution

4.4 Teaching strategies and organising learning Pete Sorensen Sorensen, Pete 159

teaching styles

teaching strategies: the need for variety

the organisation of learning and teacher behaviour

metacognition

5 Teaching Science: Specific Contexts 175

5.1 Language in learning science Jenny Frost Frost, Jenny 176

learning science includes learning a new language

language activities for learning science

interactions in the science classroom

5.2 Learning science through practical work Jenny Frost Frost, Jenny 190

pupils' response to practical work

types of practical work

safety issues: risk assessment in science

evaluating your planning of practical work

questioning assumptions

5.3 Using ICT for learning science Ruth Amos Amos, Ruth 205

ICT resources in schools

planning and structuring lessons using ICT

ICT strategies for learning in science

5.4 Science for citizenship Marcus Grace Grace, Marcus 218

what is citizenship?

what is the connection between science and citizenship?

how do science and citizenship fit together at school?

how do schools teach science for citizenship?

teaching about controversial issues

assessment methods

available help and resources

5.5 Sex and health education Sandra Campbell Campbell, Sandra 233

sex and relationship education

health education

teaching strategies

resources

5.6 Beyond the classroom Ruth Amos Amos, Ruth 246

opportunities

fieldwork in lesson time

going off-site

other opportunities: people with knowledge or expertise

6 Assessment in Science 259

6.1 Assessment for Learning Christine Harrison Harrison, Christine 260

classroom assessment

recording assessment data

feedback

peer and self-assessment

summative assessment

6.2 External assessment and examinations in science Jenny Frost Frost, Jenny 275

what science examinations are available in schools?

understanding the scheme of assessment in a specification

preparing pupils for their public examinations

examining new elements of the science curriculum

7 Beyond Qualified Teacher Status Ralph Levinson Levinson, Ralph 285

getting your first post

thinking ahead to the NQT year

beyond NQT

professional organisations

does a PGCE qualify me only for teaching?

References 291

Author index 302

Subject index 306

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