Teaching science / edited by Ralph Levinson.
ISBN:
9780203990377
9780415102537
Title:
Teaching science / edited by Ralph Levinson.
Author:
Levinson, Ralph, 1951-
Publication Information:
London ; New York : Routledge in association with the Open University, 1994.
Physical Description:
1 online resource (vi, 215 pages) : illustrations.
Series:
The Open University Postgraduate Certificate of Education
Contents:
Book Cover; Half-Title; Title; Copyright; Contents; Foreword; Introduction; Chapter 1 The laboratory comes of age; EARLY SCIENCE TEACHING; ARMSTRONG AND THE DAWN OF DISCOVERY; THE NATURALIST MOVEMENT IN EDUCATION; THE PHILOSOPHY OF COMMON SENSE; TRAINING THE FACULTIES; CHANGING TIMES; AFTER THE WAR; THE NEW MOVEMENTS IN BRITAIN AND THE UNITED STATES; TIME FOR REVIEW; NOTES; Chapter 2 Why the science curriculum changes Evolution or social control?; THE FORMS OF KNOWLEDGE; SOCIALLY CONSTRUCTED KNOWLEDGE; SOCIAL CONTROL; THE SCIENCE OF COMMON THINGS; THE EMERGENCE OF PURE SCIENCE.
THE CURRENT SITUATIONNOTES; Chapter 3 The fallacy of induction in science teaching; NOTES; Chapter 4 Teaching about electric circuits A constructivist approach; DIFFICULTIES WITH ELECTRICITY; A CONSTRUCTIVIST APPROACH; Eliciting; Planning; Classroom activities; Evaluation; MANAGING THE LEARNING PROCESS; NOTES; Chapter 5 Pause for thought; NOTES; Chapter 6 Well, Mary, what are they saying here?; PRACTICAL WORK REVISITED; 'WORD WORK' FOR THE EXTRACTION OF IDEAS; SCIENCE LESSONS AS APPRECIATION OF IDEAS; STATEMENT 1; STATEMENT 2; TYPES OF INTERPRETIVE ACTIVITY; KINDS OF RESOURCE MATERIAL.
MAINTAINING THE LEARNER'S FREEDOMSUPPORT FOR THE INTERPRETIVE WRITER; SOCIAL AND EMOTIONAL CLIMATE; NOTES; Chapter 7 Group discussions in the classroom; DISCUSSION FOR PRACTICAL WORK; DISCUSSION FOR THE INTERPRETATION OF RESULTS; Pupil discussion in groups; DISCUSSION FOR UNDERSTANDING SCIENCE-BASED SOCIAL ISSUES; Discussion within gaming and simulation; Discussing controversial issues in small groups; VALUES, KNOWLEDGE AND UNDERSTANDING; CONCLUSION; NOTES; General; Chapter 8 Chemical compositions; Chapter 9 A variety of methods; LEARNING BY DISCUSSION; NOTE.
Chapter 10 Developing pupils' skillsINTRODUCTION; WHAT ARE INTELLECTUAL SKILLS?; Discrimination; Classing; Rules; WHAT ARE COGNITIVE SKILLS?; WHAT CAN WE DO TO HELP PUPILS TO DEVELOP COGNITIVE SKILLS?; Classroom strategies for developing cognitive skills; WHAT ARE MOTOR SKILLS?; HOW CAN MOTOR SKILLS BE DEVELOPED?; DEVELOPING STUDY SKILLS; Making summaries; Organising work; Taking notes; Understanding and memorising new concepts; Researching information; NOTES; Chapter 11 Something to mop up with; HOW TO RECOGNISE A GOOD DAY; NOTES; Chapter 12 Assessing and evaluating in science education.
INTRODUCTION: WHY ASSESS?AN OVERVIEW OF NATIONAL ASSESSMENT SYSTEMS; 11-16; Assessment post-16; PRINCIPLES OF EFFECTIVE ASSESSMENT; Starting from aims and objectives; Using an assessment instrument which is appropriate for the purpose; Managing effective assessment; Sensible record keeping; EVALUATION; REFERENCES; Chapter 13 Gender differences in pupils' reactions to practical work; INTRODUCTION; GENDER DIFFERENCES IN ACHIEVEMENT-THE INTERNATIONAL SCENE; DIFFERENCES IN EXPERIENCE; DIFFERENCES IN WAYS OF EXPERIENCING; DIFFERENCES IN PROBLEM PERCEPTION; PUPIL-FRIENDLY PRACTICAL WORK?; SUMMARY.
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eBooks on EBSCOhost
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Format:
Electronic Resources
Electronic Access:
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Publication Date:
1994
Publication Information:
London ; New York : Routledge in association with the Open University, 1994.