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This new edition of Good Practice in Science Teaching offers a comprehensive overview of the major areas of research and scholarship in science education.
Each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching.
Thoroughly revised throughout, the new edition includes:
- Three new chapters covering: the learning of science in informal contexts; teacher professional development; and technology-mediated learning
- Updates to every chapter, reflecting the changes and developments in science education
- Further reading sections at the end of each chapter
Each chapter has been written by science education researchers with national or international reputations. Each topic is approached in a straight-forward manner and is written in a concise and readable style. This invaluable guide is ideal for science teachers of children of all ages, and others who work in teaching and related fields. It is an essential text for teachers in training and those studying for higher degrees.
- Introduction: Research matters?
- Science teachers, science teaching: Issues and challenges
- How science works: What is the nature of scientific reasoning and what do we know about students' understanding?
- Science for citizenship
- Thinking about learning: Learning in science
- Science teaching and cognitive acceleration
- Practical work
- The role of language in the learning and teaching of science
- Technology mediated learning
- Formative assessment in science
- Summative assessment: Gold or glitter?
- Students' attitudes to science
- Supporting science learning in out-of-school contexts
- Supporting the development of effective science teachers
Index
Jonathan Osborne is the Shriram Family Professor of Science Education at Stanford University. He started his career teaching physics in London schools before joining King's College London in 1985 where he worked until 2008 when he moved to Stanford. He has researched the nature of science and argumentation, attitudes to science and science education for public understanding.
Justin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London. He taught science in London schools for 10 years before joining King's in 1989. He has carried out research into children's ideas about science, science teachers' professional development needs and wants and learning beyond the classroom. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education.
"The book has wide appeal in that the issues investigated – for example, the nature of science, practical work, the role of language, of technology and formative and summative assessment – are relevant and pertinent to science teachers' work in all school systems."
– Professor David F Treagust, Curtin University of Technology, Australia
