This book offers a summary of major educational research and scholarship important to the field of science education. Written, in a clear, concise and readable style, the authors have identified the principal messages and their implications for the practice of science teaching. Aimed at science teachers of children of all ages, and others who work in teaching and related fields, the book provides an invaluable first guide for science teachers. All of the chapters are written by authors from King's College and the University of Leeds, both of which are institutions with an international reputation for their work in the field with top research ratings. Each chapter summarises the research work and evidence in the field, discussing its significance, reliability and implications. Valuable lists of further reading and full references are provided at the end of each chapter.
Monk / Osborne
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Introduction
Part one: The science classroom
Strategies for learning
Formative assessment
Children's thinking, learning, teaching and constructivism
The role of practical work
The nature of scientific knowledge
The role of language in the learning and teaching of science
Students' attitudes towards science
Part two: The science department
Managing the science department
Summative assessment
Science teaching and the development of intelligence
Progression and differentiation
Information and communications technologies
their role and value for science education
Part three: The science world
GNVQ Science at Advanced level
a new kind of course
Science for citizenship
Index.
Dr Martin Monk has spent thirty years in front of classes of one form or another. During that time he has worked as a secondary science teacher and on pre-service and in-service training, both in the UK and overseas. His current interests are in how the diversity of teaching practices is related to the socio-economic and physical constraints in which science teachers work.
Dr Jonathan Osborne has worked in science education for the past 25 years, first as a teacher, then a local authority advisor and now as a senior lecturer in science education at King's College London. He has conducted extensive research in primary science and more recently on science education for the public understanding of science.
