Using a cross-curricular focus, this book brings together ongoing debates about personalised learning, creativity and ICT in education, and establishes a principled framework for cross-curricular teaching and learning in Science. It identifies a range of key issues and aims to strengthen in-school science practices by introducing ways of teaching rigorous science through, and alongside, other subjects.
This highly practical book draws on examples and case studies taken from innovative practices in different schools and subject areas, as well as summarising lessons from key pieces of research evidence. Cross-Curricular Teaching and Learning in the Secondary School.... Science also includes the following:
- Clear theoretical frameworks for cross-curricular processes of teaching and learning in science, including chapters on Maths, ICT and Technology, English, the Humanities and the Arts
- An analysis of the use of language, ICT and assessment as key components of a skilful pedagogical practice that affect how teaching is delivered and how pupils learn science in cross-curricular contexts
- A lively account of theoretical issues blended with engaging stories of current practice
- Practical tasks and questions for reflective practice
This timely textbook is essential reading for all students on Initial Teacher Training courses and PGCE courses as well as practising teachers looking to holistically introduce cross-curricular themes and practices in Science.
Table of Contents
Chapter 1. Introduction: The Context for Cross-Curricular Teaching and Learning; Chapter 2 . Understanding science and its place within the curriculum; Chapter 3. Tackling cross-curricular science teaching – three case studies of current teacher practice; Chapter 4. Cross-curricular practice. Science and Mathematics; Chapter 5. Cross-curricular practice. Science, ICT and Technology; Chapter 6. Cross-curricular practice. Science and English; Chapter 7. Science and the Humanities; Chapter 8. Science and the Arts; Chapter 9. The assessment of cross-curricular teaching in science; Chapter 10. Conclusion: The future for cross-curricular science
Eleanor Byrne is a Research Fellow at the Centre for Science Education at Sheffield Hallam University. She specialises in cross-curricular teaching and learning in science and teacher-led continuing professional development. She has written and developed various cross-curricular classroom resources and has expertise in science education during the transition from primary to secondary school.
Marilyn Brodie is a Principal Lecturer in Science Education at the Centre for Science Education, Sheffield Hallam University. She has almost 40 years experience in science education having been a secondary school science teacher, a further and higher education lecturer and teacher educator. She has worked on a range of national and international curriculum development and education research projects.
"I would strongly recommend this book as a source of support and stimulus for science departments who wish to undertake enrichment of the curriculum, to enhance collaboration with their non-science colleagues or simply to make learning more relevant and accessible"- Jane Essex, The Journal of Education in Chemistry, November 2012