2nd Edition
A Practical Guide to Teaching Science in the Secondary School
A Practical Guide to Teaching Science in the Secondary School is designed to support student teachers as they develop their teaching skills and increase their broader knowledge and understanding for teaching science. It offers straightforward advice and inspiration on key topics such as planning, assessment, practical work, the science classroom, and on to the broader aspects of teaching science.
This thoroughly updated second edition reflects on new expectations, requirements, and practices in science teaching, with chapters exploring key and contemporary topics such as:
- The nature of science and scientific argument
- The various kinds of thinking emphasised in science and how to exercise them
- How to engage students in learning
- Assessment for and of learning
- Diverse needs and how to meet them
- The use of technology to support teaching and learning
- Learning at a distance
Designed to be used independently or alongside the popular textbook Learning to Teach Science in the Secondary School, this book is packed with revised and updated case studies, examples of pupils' work, and resources and activities in every chapter. It provides everything trainee and early career teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations.
List of figures, tables and tasks
Some common abbreviations
Series editors’ introduction
Introduction to the second edition
1 Science and science education
2 Preparing to teach science: your knowledge and planning for learning
3 Teaching: supporting scientific thinking in the classroom
4 Monitoring and assessing learning in science
5 Learning from the student’s point of view
6 Broader aspects of science teaching
References
Glossary
Index
Biography
Douglas P. Newton taught science for many years before training teachers. At Durham University, UK, he focuses on kinds of thinking, like understanding and creative thought, especially in science. His publications include Teaching for Understanding, Thinking with Feeling (both Routledge) and Creative Chemists (with Simon Rees, RSC).
