making sense of secondary science support material for teachers

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Making Sense Of Secondary Science

Author : Rosalind Driver
ISBN : 9781134860838
Genre : Education
File Size : 46. 37 MB
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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 Much of this material has hitherto been available only in limited circulation specialist journals or in unpublished research.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.

Making Sense Of Secondary Science

Author :
ISBN : 0415097657
Genre : Curriculum planning
File Size : 83. 55 MB
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Improving Secondary Science Teaching

Author : John Parkinson
ISBN : 9781134532452
Genre : Education
File Size : 68. 28 MB
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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.

Teaching Science

Author :
ISBN : STANFORD:36105121753839
Genre : Science
File Size : 52. 75 MB
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Teachers Learning From Professional Development In Elementary Science

Author : Andrew Hopkins Falk
ISBN : UCAL:C3522733
Genre : Curriculum change
File Size : 72. 6 MB
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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.

Making Sense Of Illness

Author : Robert A. Aronowitz
ISBN : 0521558255
Genre : Medical
File Size : 26. 5 MB
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In Making Sense of Illness Robert Aronowitz offers historical essays about how diseases change their meaning. Each of the diseases or etiologic hypotheses in this book has had a controversial and contested history: psychosomatic views of ulcerative colitis, twentieth century chronic fatigue syndromes, Lyme disease, angina pectoris, risk factors for coronary heart disease, and the type A hypothesis. By juxtaposing the history of the different diseases, the author shows how values and interests have determined research programs, public health activities, clinical decisions, and the patient's experience of illness.

Transformative Education

Author : Maureen Pope
ISBN : UVA:X004477677
Genre : Education
File Size : 37. 44 MB
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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

El Hi Textbooks Serials In Print 2005

Author :
ISBN : 0835246809
Genre : Education
File Size : 88. 62 MB
Format : PDF
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British Book News

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ISBN : UOM:39015064549648
Genre : Best books
File Size : 23. 90 MB
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Includes no. 53a: British wartime books for young people.

Secondary Science Teaching For English Learners

Author : Edward G. Lyon
ISBN : 9781442231276
Genre : Education
File Size : 83. 26 MB
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Secondary Science Teaching for English Learners: Developing Supportive and Responsive Learning Context for Sense-making and Language Development provides a resource for multiple audiences, including pre- and in-service secondary science teachers, science teacher educators, instructional coaches, curriculum specialists, and administrators, to learn about a research-based approach to teaching science that responds to the growing population of English learners in the United States. The book offers clear definitions of pedagogical practices supported by classroom examples and a cohesive framework for teaching science in linguistically diverse classrooms. The Secondary Science Teaching with English Language and Literacy Acquisition (or SSTELLA) Framework addresses how learning science is enhanced through meaningful and relevant learning experiences that integrate discipline-specific literacy. In particular, four core science teaching practices are described: (1) contextualized science activity, (2) scientific sense-making through scientific and engineering practices, (3) scientific discourse, and (4) English language and disciplinary literacy development. These four core practices are supported by sound theory and research based on unscripted guidelines and flexible modifications of science lessons. Moreover, the four interrelated practices promote students’ use of core science ideas while reading, writing, talking, and doing science, thus reflecting principles from Next Generation Science Standards, Common Core State Standards for English Language Arts, and English language proficiency standards. Secondary Science Teaching provides readers with a historical and theoretical basis for integrating language, literacy, and science in multilingual science classrooms, and well as explicit models and guided support teachers in enacting effective teaching practices in the classroom, including comparative vignettes to distinguish between different types of classroom practice.

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