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

By Douglas P. Newton

This sensible and obtainable workbook is designed to help scholar lecturers as they strengthen their uncomplicated educating abilities and elevate their broader wisdom and knowing for educating technology. Newly certified and starting lecturers also needs to locate it worthy. It includes the entire suggestion, assistance and assets new and scholar technology academics have to think about and strengthen their educating perform, supporting them to plot classes around the topic in quite a few instructing occasions. valuable good points contain: case reports examples of students’ paintings examples of latest reliable perform more than a few tried-and-tested instructing suggestions photocopiable assets and coaching fabrics actions in each one bankruptcy to assist pupil heritage lecturers examine their studying and function net hyperlinks for additional examining on evidence-based perform.

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All you have to do is turn the goals into questions. Try it for the goals you have listed. 23 PREPARING TO TEACH SCIENCE CATCHING INTEREST IN SCIENCE What is it about science that interests you? Why do you find anything interesting? The answer is that we are interested in what might satisfy some personal need. Here are some needs that might be satisfied by engaging with science: • • • • • a need to explore the world (curiosity); a need for novelty (often related to the above need); a need to feel competent (stemming from knowledge, understandings and skills); a need for affiliation (relating successfully with others); a need for autonomy (the ‘I did it my way’ need).

2. A, C, and G are for differences between the animals. B, D and F are for characteristics they share. E is for what is common to all of them. Charts like this reduce mental load and help pupils manage the task. To help pupils grasp the meaning of written materials, there are activities known as DARTs (Directed Activities Related to Text). For instance, pupils might be given a diagram without labels. They have to read and hence provide the labels. Similarly, an explanation about a topic may have words missing or sentences in the wrong order and pupils supply the words or order the sentences after reading (Frost, 2005: 183).

Youens, B. (2005) ‘Planning and evaluating lessons’, in J. Frost and T. Turner, Learning to Teach Science in the Secondary School: a companion to school experience, 2nd edn, Abingdon: RoutledgeFalmer, 125–40. Chapter 5 gives further details of planning should you need it. 31 Chapter 3 Teaching Supporting scientific thinking in the classroom The teacher should never lose his temper in the presence of a class. If a man, he may take refuge in profane soliloquies; if a woman, she may . . go out in the yard and gnaw a post.

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