Teaching science / / edited by Ralph Levinson

• Record Nr.: UNINA9910457067403321
• Pubbl/distr/stampa: London ; ; New York : , : Routledge in association with the Open University, , 1994
• ISBN: 1-134-85165-0; 1-138-17687-7; 1-134-85166-9; 1-280-17564-8; 9786610175642; 0-203-99037-4
• Descrizione fisica: 1 online resource (223 p.)
• Collana: The Open University Postgraduate Certificate of Education
• Altri autori (Persone): LevinsonRalph <1951->
• Disciplina: 507/.1/2
• Soggetti: Education; Science - Study and teaching (Secondary); Electronic books.
• Lingua di pubblicazione: Inglese
• Formato: Materiale a stampa
• Livello bibliografico: Monografia
• Note generali: "The Open University postgraduate certificate of education"--P. preceding t.p.
• Nota di bibliografia: Includes bibliographical references and index.
• Nota di contenuto: Book Cover; Half-Title; Title; Copyright; Contents; Foreword; Introduction; Chapter 1 The laboratory comes of age; Chapter 2 Why the science curriculum changes Evolution or social control?; Chapter 3 The fallacy of induction in science teaching; Chapter 4 Teaching about electric circuits A constructivist approach; Chapter 5 Pause for thought; Chapter 6 Well, Mary, what are they saying here?; Chapter 7 Group discussions in the classroom; Chapter 8 Chemical compositions; Chapter 9 A variety of methods; Chapter 10 Developing pupils' skills; Chapter 11 Something to mop up with; Chapter 12 Assessing and evaluating in science education Chapter 13 Gender differences in pupils' reactions to practical work; Chapter 14 Teaching chemistry to pupils for whom English is a second language; Chapter 15 Redefining and reorienting practical work in school science; Chapter 16 What is 'scientific method' and can it be taught?; Chapter 17 Practical work in science A task-based approach?; Chapter 18 The ; overselling of science education in the 1980's; Acknowledgements; Notes on sources; Index
• Sommario/riassunto: Science education has undergone far-reaching changes in the last fifty years. The articles collected together in this reader examine how we have reached our present consensus and what theories we now use to explain how children learn science. The central sections of the reader examine how all this can be translated into effective and stimulating teaching, how learning can be most accurately and fairly assessed and how the impact of gender, ethnicity and other factors on children's performance can be addressed in methods of teaching which make science accessible to all. The articles in the