Good Practice In Science Teaching: What Research Has To Say: What research has to say

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McGraw-Hill Education (UK), 1. maí 2010 - 351 síður
This book offers a comprehensive overview of the major areas of research and scholarship in science education and discusses the significance, reliability and implications for the practice of science teaching.
 

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Research matters? Jonathan Osborne and Justin Dillon
1
Issues and challenges Justin Dillon and Alex Manning
6
What is the nature of scientific reasoning and what do we know about students understanding? Jonathan Osborne and Justin Dillon
20
3 Science for citizenship Jonathan Osborne
46
Learning in science Jill Hohenstein and Alex Manning
68
5 Science teaching and Cognitive Acceleration Philip Adey and Natasha Serret
82
6 Practical work Robin Millar
108
7 The role of language in the learning and teaching of science Maria Evagorou and Jonathan Osborne
135
9 Formative assessment in science Paul Black and Christine Harrison
183
Gold or glitter? Julian Swain
211
11 Students attitudes to science Shirley Simon and Jonathan Osborne
238
12 Supporting science learning in outofschool contexts Heather King and Melissa Glackin
259
13 Supporting the development of effective science teachers John K Gilbert
274
Bibliography
301
Index
347
Back cover
352

8 Technologymediated learning Mary Webb
158
Höfundarréttur

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EBOOK: Good Practice in Science Teaching: What Research Has to Say
Jonathan Osborne,Justin Dillon
Takmarkað sýnishorn - 2010

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A-level ability achievement approach argued argument asked assessment for learning behaviour beliefs biology cent challenges Chapter cognitive development collaborative concepts construct constructivism context discussion effective ence engage environment evaluation evidence examination example experience explain explore findings formative assessment GCSE girls grades ideas individual interaction investigation involves issues Jonathan Osborne Key Stage King’s College London language learners Lederman lesson London meaning metacognition Millar National Curriculum National Curriculum assessment nature of science observation Ofsted Open University opportunities Osborne pedagogical physics practical professional development pupils questions requires Research in Science role school science science classroom science curriculum Science Education science learning science teachers scientific knowledge scientific literacy scientists simulations skills social suggest summative assessment talk tasks teacher development teaching and learning tests theory thinking tion topic understanding

Um höfundinn (2010)

Jonathan Osborne is the Shriram Family Professor of Science Education at Stanford University, USA. He started his career teaching physics in London schools before joining King's College London, UK in 1985 where he worked until 2008 before moving to Stanford.

Justin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London, UK. He started his career teaching science in London schools before joining King's College London, UK in 1989. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education. He is Editor of Becoming a Teacher 3e (Open University Press, 2007).

Bókfræðilegar upplýsingar

TitillGood Practice In Science Teaching: What Research Has To Say: What research has to say
Open University Press
AuthorsOsborne, Jonathan, Dillon, Justin
Editionillustrated
ÚtgefandiMcGraw-Hill Education (UK), 2010
ISBN0335238580, 9780335238583
Length351 síður
  
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