Good Practice in Science Teaching: What Research Has to Say

Offers a summary of major educational research and scholarship in the field of science education. Chapters summarize research work and evidence in the field, discussing its significance, reliability, and implications. Topics include the nature of scientific knowledge, managing the science department, information and communications technologies, and science for citizenship. Contributors work at King's College London and the University of Leeds, both of which are institutions with an international reputation for their work in the field. Monk is a lecturer in physics education and a science education consultant. Osborne is a senior lecturer in science education. Distributed by Taylor & Francis. Annotation c. Book News, Inc., Portland, OR (booknews.com)

Dr Martin Monk has spent thirty years in front of classes of one form or another. During that time he has worked as a secondary science teacher and on pre-service and in-service training, both in the UK and overseas. His current interests are in how the diversity of teaching practices is related to the socio-economic and physical constraints in which science teachers work.

Dr Jonathan Osborne has worked in science education for the past 25 years, first as a teacher, then a local authority advisor and now as a senior lecturer in science education at King's College London. He has conducted extensive research in primary science and more recently on science education for the public understanding of science.