The Content Of Science: A Constructivist Approach To Its Teaching And learning
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First published in 1994. Leading scholars in science education from eight countries on four continents and ex-pert practising science teachers (primary and secondary) wrote about the teaching and learning of particular science content or skills, and hence how different science content requires different sorts of teaching and learning. Having shared the papers, they then met to discuss them and subsequently revised them. The result is a coherent set of chapters that share valuable insights about the teaching and learning of science. Some chapters consider the detail of specific topics (e.g. floating and sinking, soil and chemical change), some describe innovative procedures, others provide powerful theory. Together they provide a comprehensive analysis of constructivist learning and teaching implications.
Table of Contents
Figures and Tables, Preface, 1 Introduction, 2. Beginning to Teach Chemistry, 3. Generative Science Teaching, 4. Constructivism, Re-constructivism and Task-orientated Problem-solving, 5. Structures, Force and Stability. Design a Playground (Year 6), 6. Pupils’ Understanding Magnetism in a Practical Assessment Context: The Relationship Between Content, Process and Progression, 7. Primary Science in an Integrated Curriculum, 8. Digging into Science — A Unit Developed for a Year 5 Class, 9. Year 3: Research into Science, 10. The Importance of Specific Science Content in the Enhancement of Metacognition, 11. The Constructivist Paradigm and Some Implications for Science Content and Pedagogy, 12. Making High-tech Micrographs Meaningful to the Biology Student, 13. Year 9 Bodies, 14. Learning and Teaching Energy, 15. Working from Children’s Ideas: Planning and Teaching a Chemistry Topic from a Constructivist Perspective, 16. States of Matter — Pedagogical Sequence and Teaching Strategies Based on Cognitive Research, 17. Pedagogical Outcomes of Research in Science Education: Examples in Mechanics and Thermodynamics, 18. Dimensions of Content, Postscript, Notes on Contributors, Author Index, Subject Index
Peter Fensham was the first Professor of Science Education in Australia after teaching university chemistry for ten years. From 1967-1992 he held that position at Monash University but was also Dean of the Faculty of Education from 1982-1988. He has been involved in Australia in science education, in curriculum policy, and in social justice in schools and higher education. Dick Gunstone is an Associate Professor in the Education Faculty at Monash University. Before joining Monash in 1974 he taught physics and maths in Victorian schools. Currently his teaching and research embrace science education, metacognition and professional development of pre- and in-service teachers. Richard White taught general science, physics and chemistry for ten years in high schools before joining Monash University in 1971. He has been Professor of Education-al Psychology since 1981. His professional interest is in the quality of learning, which has led him into research on learning hierarchies, episodic memory, cognitive structure and metacognition.