A Practical Guide to Teaching Science in the Secondary by Douglas P. Newton

By Douglas P. Newton

This functional and obtainable workbook is designed to aid pupil academics as they increase their simple educating abilities and elevate their broader wisdom and figuring out for educating technological know-how. Newly certified and starting lecturers must also locate it beneficial. It includes all of the recommendation, counsel and assets new and pupil technology academics have to think about and improve their instructing perform, aiding them to plot classes around the topic in a number of instructing occasions. precious gains comprise: case reviews examples of students’ paintings examples of current stable perform more than a few tried-and-tested instructing ideas photocopiable assets and coaching fabrics actions in every one bankruptcy to aid pupil heritage academics examine their studying and function internet hyperlinks for additional studying on evidence-based perform.

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Analogies can also form a step in a bridge to understanding. Pupils find difficulty believing that a table top pushes up with a force that matches the weight of the book resting on it. Many pupils believe there is only one force, namely, the weight of the book. To wean them from this, Clement (1993) had pupils compress a bed spring and feel it push back. They then compressed a sponge and saw it compressed by a book. Next, they placed the book on a thintopped table and saw the deformation. Finally, they placed the book on a thick-topped table and detected the deformation using a mirror on the table and a ray of light reflected from it.

YOUR SCIENTIFIC AND PEDAGOGICAL KNOWLEDGE Everyone will tell you that you need to know your subject to teach it. You can’t argue with that; subject knowledge helps you plan, explain, discuss, ask relevant questions, answer questions and digress usefully. , 1991; Carlsen, 1991). The problem is that there is a lot of science out there. 18 PREPARING TO TEACH SCIENCE You may have specialised in a relatively narrow part of it while other parts are a little rusty. Even if you know your science well, most teachers need to widen their knowledge of the parts they have to teach.

Analogies can make an explanation more memorable, they can make it more meaningful, and they can make reasoning more successful (Glynn and Takahashi, 1998; Wallace and Louden, 2003). They are not, however, without dangers. No analogy is perfect and pupils may over-extend them. The solar system is a common analogy for the atom but the parallels are not numerous and taken too far, soon mislead (Taber, 2001). At best, they trade precision for clarity, memorability and utility. And there are, of course, bad analogies.

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