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Analysing Exemplary Science Teaching

1st Edition
0335213111 · 9780335213115
"I read lots of books in which science education researchers tell science teachers how to teach. This book, refreshingly, is written the other way round. We read a number of accounts by outstanding science and technology teachers of how they use new … Read More
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  • Colour, print bound version of the complete text
List of contributors
Foreword: Exemplary practice as exemplary research
William F. McComas
General Preface
Acknowledgements

INTRODUCTION: Creating possibilities?Steve Alsop, Erminia Pedretti and Larry Bencze

PART 1: Accounts of Exemplary practice

Account 1: Kidney function and dysfunction: enhancing an understanding of science and the impact on society ?Keith Hicks

Account 2: Episodes in physics ?George Alex Przywolnik

Account 3: Recollections of organic chemistry? Josie Ellis

Account 4: The science class of tomorrow? ?Richard Rennie and Kim Edwards

Account 5: Science with a human touch: historical vignettes in the teaching and learning of science?Karen Kettle

Account 6: Exploring the nature of science: re-interpreting Burgess Shale fossils ?Katherine Bellomo

Account 7: Motivating the unmotivated: relevance and empowerment through a town hall debate ?Susan A. Yoon

Account 8: Mentoring students towards independent scientific inquiry ? Alex Corry

Account 9: Learning to do science ?Gabriel Ayyavoo, Vivien Tzau and Desmond Ngai

Account 10: Practice drives theory: An integrated approach in technological education ?James Johnston

PART 2: Account Analysis

Analysis 1: Challenging traditional views of the nature of science and scientific inquiry?Derek Hodson

Analysis 2: Developing arguments ?Sibel Erduran and Jonathan Osborne

Analysis 3: STSE Education: principles and practices ?Erminia Pedretti

Analysis 4: Conceptual development ?Keith Taber

Analysis 5: Problem-based, contextualised learning? Ann Marie Hill and Howard Smith

Analysis 6: Motivational beliefs and classroom contextual factors: exploring affect in accounts of exemplary practice?Steve Alsop

Analysis 7: Instructional technologies, technocentrism and science education ?Jim Hewitt

Analysis 8: Reading accounts: central themes in science teachers' descriptions of exemplary teaching practice ?John Wallace

Analysis 9: Equity in science teaching and learning: the inclusive science curriculum?Leonie Rennie

Analysis 10: School science for/against social justice? Larry Bencze

PART 3: Possibilities, accounts, hypertext and theoretical lenses

Reflection 1: Voices and viewpoints: what have we learned about exemplary science teaching?? Erminia Pedretti, Larry Bencze and Steve Alsop

Reflection 2: Integrating educational resources into school science praxis? Larry Bencze, Steve Alsop and Erminia Pedretti

References
Index

"I read lots of books in which science education researchers tell science teachers how to teach. This book, refreshingly, is written the other way round. We read a number of accounts by outstanding science and technology teachers of how they use new approaches to teaching to motivate their students and maximise their learning. These accounts are then followed by some excellent analyses from leading academics. I learnt a lot from reading this book."
Professor Michael Reiss, Institute of Education, University of London

"Provides an important new twist on one of the enduring problems of case-based learning... This is a book that deserves careful reading and re-reading, threading back and forwards from the immediate and practical images of excellence in the teachers’ cases to the comprehensive and scholarly analyses in the researchers’ thematic chapters."
Professor William Louden, Edith Cowan University, Australia

Through a celebration of teaching and research, this book explores exemplary practice in science education and fuses educational theory and classroom practice in unique ways.

Analysing Exemplary Science Teaching brings together twelve academics, ten innovative teachers and three exceptional students in a conversation about teaching and learning. Teachers and students describe some of their most noteworthy classroom practice, whilst scholars of international standing use educational theory to discuss, define and analyse the documented classroom practice.

Classroom experiences are directly linked with theory by a series of annotated comments. This distinctive web-like structure enables the reader to actively move between practice and theory, reading about classroom innovation and then theorizing about the basis and potential of this teaching approach.

Providing an international perspective, the special lessons described and analysed are drawn from middle and secondary schools in the UK, Canada and Australia. This book is an invaluable resource for preservice and inservice teacher education, as well as for graduate studies. It is of interest to a broad spectrum of individuals, including training teachers, teachers, researchers, administrators and curriculum coordinators in science and technology education.