2018, English, Book, Illustrated edition: Teaching secondary science : theory and practice / edited by Geoff Woolcott, Robert Whannell.

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Teaching secondary science : theory and practice / edited by Geoff Woolcott, Robert Whannell
 
Bookmark: https://trove.nla.gov.au/version/246094401
Physical Description
  • xviii, 429 pages : illustrations ; 25 cm.
Published
  • United Kingdom, [London] ; New York, USA ; Port Melbourne, VIC : Cambridge University Press, 2018.
Language
  • English

Edition details

Title
  • Teaching secondary science : theory and practice /​ edited by Geoff Woolcott, Robert Whannell.
Other Authors
  • Woolcott, Geoff,eeditor.
  • Whannell, Robert, (editor.)
Published
  • United Kingdom, [London] ; New York, USA ; Port Melbourne, VIC : Cambridge University Press, 2018.
Copyright
  • ©2018.
Content Types
  • still image
  • text
Carrier Types
  • volume
Physical Description
  • xviii, 429 pages : illustrations ; 25 cm.
Subjects
Summary
  • Teaching Secondary Science: Theory and Practice provides a dynamic approach to preparing preservice science teachers for practice. Divided into two parts - theory and practice - the text allows students to first become confident in the theory of teaching science before showing how this theory can be applied to practice through ideas for implementation, such as sample lesson plans. These examples span a variety of age levels and subject areas, allowing preservice teachers to adapt each exercise to suit their needs when they enter the classroom. Each chapter is supported by pedagogical features, including learning objectives, reflections, scenarios, key terms, questions, research topics and further readings. Written by leading science education researchers from universities across Australia, Teaching Secondary Science is a practical resource that will continue to inspire preservice teachers as they move from study into the classroom. This book includes a single-use twelve-month subscription to Cambridge Dynamic Science.
Contents
  • Pt. 1 Theory
  • 1.1. Contemporary issues in teaching and learning science /​ Geoff Woolcott
  • Learning objectives
  • Introduction
  • Science, science education and society
  • Contemporary issues
  • STEM and changes in science learning and teaching
  • Summary
  • Review questions
  • Research topic
  • Further reading
  • References
  • 1.2. On becoming a science teacher /​ Linda Hobbs
  • The formation of identity
  • Developing a science teacher identity
  • The science teacher as an identity builder
  • Teacher learning and crossing boundaries
  • 1.3. Theory and practice in science education /​ Tony Yeigh
  • Learning theories
  • Inquiry learning
  • The 5Es
  • Other relevant theories
  • The Australian national science syllabus
  • 1.4. Real-world science in the classroom /​ Geoff Woolcott
  • What is the Nature of Science?
  • Scientific inquiry in a science education context
  • Scientific misconceptions and how we can deal with them
  • Real-world science: reflecting theoretical knowledge
  • 1.5. Improving science teaching practice through collaboration and reflection /​ Geoff Woolcott
  • Collaborative enhancement
  • Collaborative reflection
  • Collaboration and iteration
  • Collaboration and transferable teaching skills
  • 1.6. Assessing science teaching and learning /​ Neil Taylor
  • Principles of assessment
  • General principles of designing and writing an assessment task
  • Assessment in the ACARA science syllabus
  • Assessment of, for and as learning
  • Assessment methods
  • Assessment and the 5Es
  • 1.7. Teaching using student-generated representations in science /​ Connie Cirkony
  • Using representations to learn science
  • Teaching science using representations
  • Representational reasoning
  • 1.8. Technology, electronic media and science education /​ Geoff Hilton
  • Technology and its influence on science and science teaching
  • Technology integration within science teaching and learning
  • The roles of technology in students' science learning
  • Science teachers using the multiple affordances of technology
  • 1.9. Celebrating Australia's diversity through science education /​ Geoff Woolcott
  • Diversity and cultural background
  • Disability in science education
  • The diversity in socioeconomic status (SES)
  • Diversity and geographic location
  • pt. 2 Practice
  • 2.1. Engagement practices: a major issue in contemporary education /​ Geoff Woolcott
  • Teaching for engagement
  • Signposting for significance and connection
  • Substantive conversations
  • Higher order learning
  • Feedback and metacognitive skills
  • 2.2. Building identity and commitment to the teaching of science /​ Robert Whannell
  • The identity and role of a science educator
  • Strategies to support academic identity development for science students
  • 2.3. Application of theory in science education classrooms /​ Tony Yeigh
  • Inquiry-based learning (IBL)
  • Learning theories and IBL
  • IBL and cognitive load
  • 2.4.Bringing real-world science into the classroom /​ Geoff Woolcott
  • Nature of Science and application to real-world scenarios
  • Inquiry approaches and development of scientific understandings
  • Formulate clear understanding of concepts and resolve commonly held alternative conceptions or misconceptions
  • Apply theoretical knowledge to examining real-world scenarios
  • 2.5. Creating a classroom for engagement with scientific thinking, problem solving and real-world contexts /​ Geoff Woolcott
  • Collaborative enhancement in practice
  • Collaborative reflection in practice
  • Collaborative iterations in practice
  • Collaboration and transferable teaching skills in the classroom
  • 2.6.Assessing science teaching and learning in the classroom /​ Robert Whannell
  • Writing and returning an assessment task
  • Writing an open-ended inquiry task
  • Designing a marking rubric
  • Using experiments in teaching, learning and assessment
  • 2.7. Using representations in the science classroom /​ Connie Cirkony
  • Engaging students by encouraging them to think scientifically
  • Getting started with student-generated representations
  • Planning a unit using the 5Es and the representational reasoning approach
  • Starting your journey
  • 2.8. Digital technologies in the science classroom and beyond /​ Geoff Hilton
  • Integrating technology into science lessons
  • Integrating technology for different purposes
  • Technology for inquiry learning and higher order thinking
  • Teachers using technology: What can it achieve? What should teachers consider?
  • 2.9. Bringing Australia's diversity into science education /​ Geoff Woolcott
  • The diversity in disability
  • References.
Notes
  • Geoff Woolcott is affiliated with Southern Cross University, Australia.
  • Robert Whannell is affiliated with University of New England, Australia.
  • Includes bibliographical references and index.
Language
  • English
ISBN
  • 9781316636114 :
Dewey Number
  • 507.1/​294
Standard Number
  • YBP14650027
Libraries Australia ID
Contributed by
Libraries Australia

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Charles Sturt University. Bathurst Campus Library. Open to the public 991012684178902357; 507.12 TEAC Book; Illustrated English
Charles Sturt University. Port Macquarie Campus Library. Open to the public 991012684178902357; 507.12 TEAC Book; Illustrated English
Charles Sturt University. Wagga Wagga Campus Library. Open to the public 991012684178902357; 507.12 TEAC Book; Illustrated English
Northern Beaches Library Service. Open to the public 345593; held Book; Illustrated English
University of New England. Dixson Library. Open to the public 99141001802706; 507.1294 T253 Book; Illustrated English
University of Wollongong. University of Wollongong Library. Open to the public .b28317555; 507.1294/3 Book; Illustrated English
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