Improving Secondary Science Teaching

Nonfiction, Reference & Language, Education & Teaching
Cover of the book Improving Secondary Science Teaching by John Parkinson, Taylor and Francis
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Author: John Parkinson ISBN: 9781134532452
Publisher: Taylor and Francis Publication: December 16, 2003
Imprint: Routledge Language: English
Author: John Parkinson
ISBN: 9781134532452
Publisher: Taylor and Francis
Publication: December 16, 2003
Imprint: Routledge
Language: English

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.

View on Amazon View on AbeBooks View on Kobo View on B.Depository View on eBay View on Walmart

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:

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.

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