Good Practice in Science Teaching : What Research Has to Say?

Monk, Martin, Osborne, Jonathan

ISBN 10: 0335203914 / ISBN 13: 9780335203918

Published by McGraw-Hill Education, 2000

About this Item

Former library copy. Pages intact with minimal writing/highlighting. The binding may be loose and creased. Dust jackets/supplements are not included. Includes library markings. Stock photo provided. Product includes identifying sticker. Better World Books: Buy Books. Do Good.

Seller Inventory # GRP26205629

Bibliographic Details

• Title: Good Practice in Science Teaching : What Research Has to Say?
• Publisher: McGraw-Hill Education
• Publication Date: 2000
• Language: English
• ISBN 10: 0335203914
• ISBN 13: 9780335203918
• Binding: Soft cover
• Edition: 1 Edition.
• Condition: Good
• Weight: 0.928 pounds

About this title

Synopsis

This book offers a summary of major educational research and scholarship important to the field of science education. Written, in a clear, concise and readable style, the authors have identified the principal messages and their implications for the practice of science teaching. Aimed at science teachers of children of all ages, and others who work in teaching and related fields, the book provides an invaluable first guide for science teachers. All of the chapters are written by authors from King's College and the University of Leeds, both of which are institutions with an international reputation for their work in the field with top research ratings. Each chapter summarises the research work and evidence in the field, discussing its significance, reliability and implications. Valuable lists of further reading and full references are provided at the end of each chapter.

About the Author

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.