Explaining Science In The Classroom

Is explaining science just an art, or can it be described, taught and learned? That is the question posed by this book. From extensive classroom observations, the authors give vivid descriptions of how teachers explain science to students, and provide their account with a sound theoretical basis.

Jon Ogborn is Professor of Science Education. Responsible (with Paul Black) for Nuffield Advanced Physics, he has also done research on basic categories of thinking, on computer tools to develop reasoning, and on the learning and communicating of science.Gunther Kress is Professor of Education/English. He has written many books on language, visual and other non-verbal kinds of communication, and on the social nature of communication. His current interests are in literacies, curriculum and social futures.Isabel Martins taught physics at high school level and studied science education in Brazil and the U.K. She is now a researcher in science education and is interested in models of cognition and in the communication of science to lay audiences. Kieran McGillicuddy is a linguist and former high school teacher who studied at the University of Sydney, and is currently interested in the inter-relationships of language, action and the meaning of things. He has also taught communication and media studies.All four authors work at the Institute of Education, University of London.