Aspects of Teaching Secondary Science: Perspectives on by Sandra Amos, Richard Boohan

By Sandra Amos, Richard Boohan

This book's constitution displays the various dimensions to studying technological know-how. the 1st part specializes in the significance of speak within the technological know-how lecture room, whereas the second one explores the foremost position of useful paintings. The 3rd part is anxious with the inventive, theoretical element of technological know-how. Section four follows this through contemplating the communique of principles and the way students discover ways to perform the discourse of the clinical group. Section five emphasizes where of technology within the broader context, contemplating its ethical and moral dimensions and its position in a cultural context. eventually, section six explores the complexity of the duty confronted by means of technological know-how lecturers, highlighting the information and talents technology lecturers needs to collect on the way to create an atmosphere within which scholars are prompted to profit technological know-how.

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Extra info for Aspects of Teaching Secondary Science: Perspectives on Practice (Ou Flexible Pgce Series)

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Why are solids hard and liquids runny? Such things seem, to common sense, to be so obvious that there is no need to explain them. It is typical of the sciences that they shake the foundations of knowledge in this way. The act and art of explaining to a class is much less discussed than the scientific ideas to be explained. This chapter discusses some of our research on the nature of science teachers’ explanations (Ogborn et al. 1996). In particular, we will focus here on what it is that drives explanations, which we have characterized as ‘opening up differences’.

However, being aware of the importance of the teacher’s response to pupils, and having a desire not to deter pupils from participating, can result in inexperienced teachers finding it difficult to deal with incorrect answers. It is important that the teacher does not ignore or play down incorrect answers as this has the effect of sanctioning them, and sending confusing messages to the pupils. The following examples of teacher response make it clear that the answer is not correct, but are less likely to deter pupils than a simple dismissal or correction of their answer.

Expression of values relating to social issues. Exploring the reception of knowledge from television and other informal sources. Methods of learning which depend on pupil discussion have some common features. They all require real participation. Genuine contributions will include the pupils’ own experiences – relevant or not – their doubtfulness about new knowledge, and their trust in the people talking with them. All this makes the work so significant 27 28 ASPECTS OF TEACHING SECONDARY SCIENCE and so memorable that we have found average-ability students who were able to rehearse quite complex opinions worked out during group discussions after a gap of two or more weeks.

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