Good Practice in Science Teaching: What Research Has to Say (Paperback)

Jonathan Osborne

ISBN 10: 0335238580 / ISBN 13: 9780335238583

Published by Open University Press, Milton Keynes, 2010

About this Item

Paperback. "The book has wide appeal in that the issues investigated - for example, the nature of science, practical work, the role of language, of technology and formative and summative assessment - are relevant and pertinent to science teachers' work in all school systems."Professor David F Treagust, Curtin University of Technology, AustraliaThis new edition of Good Practice in Science Teaching offers a comprehensive overview of the major areas of research and scholarship in science education.Each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching.Thoroughly revised throughout, the new edition includes:Three new chapters covering: the learning of science in informal contexts; teacher professional development; and technology-mediated learningUpdates to every chapter, reflecting the changes and developments in science educationFurther reading sections at the end of each chapterEach chapter has been written by science education researchers with national or international reputations. Each topic is approached in a straight-forward manner and is written in a concise and readable style. This invaluable guide is ideal for science teachers of children of all ages, and others who work in teaching and related fields. It is an essential text for teachers in training and those studying for higher degrees.Contributors: Philip Adey, Paul Black, Maria Evagorou, John Gilbert, Melissa Glackin, Christine Harrison, Jill Hohenstein, Heather King, Alex Manning, Robin Millar, Natasha Serret, Shirley Simon, Julian Swain, Mary Webb. This book offers a comprehensive overview of the major areas of research and scholarship in science education and discusses the significance, reliability and implications for the practice of science teaching. Shipping may be from multiple locations in the US or from the UK, depending on stock availability.

Seller Inventory # 9780335238583

Bibliographic Details

• Title: Good Practice in Science Teaching: What Research Has to Say (Paperback)
• Publisher: Open University Press, Milton Keynes
• Publication Date: 2010
• Language: English
• ISBN 10: 0335238580
• ISBN 13: 9780335238583
• Binding: Paperback
• Edition: 2nd Edition
• Condition: new

About this title

Synopsis

"The book has wide appeal in that the issues investigated - for example, the nature of science, practical work, the role of language, of technology and formative and summative assessment - are relevant and pertinent to science teachers' work in all school systems."
Professor David F Treagust, Curtin University of Technology, Australia

This new edition of Good Practice in Science Teaching offers a comprehensive overview of the major areas of research and scholarship in science education.

Each chapter summarizes the research work and evidence in the field, and discusses its significance, reliability and implications for the practice of science teaching.

Thoroughly revised throughout, the new edition includes:

• Three new chapters covering: the learning of science in informal contexts; teacher professional development; and technology-mediated learning
• Updates to every chapter, reflecting the changes and developments in science education
• Further reading sections at the end of each chapter

Each chapter has been written by science education researchers with national or international reputations. Each topic is approached in a straight-forward manner and is written in a concise and readable style.

This invaluable guide is ideal for science teachers of children of all ages, and others who work in teaching and related fields. It is an essential text for teachers in training and those studying for higher degrees.

Contributors: Philip Adey, Paul Black, Maria Evagorou, John Gilbert, Melissa Glackin, Christine Harrison, Jill Hohenstein, Heather King, Alex Manning, Robin Millar, Natasha Serret, Shirley Simon, Julian Swain, Mary Webb.

About the Author

Jonathan Osborne is the Shriram Family Professor of Science Education at Stanford University, USA. He started his career teaching physics in London schools before joining King's College London, UK in 1985 where he worked until 2008 before moving to Stanford.

Justin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London, UK. He started his career teaching science in London schools before joining King's College London, UK in 1989. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education. He is Editor of Becoming a Teacher 3e (Open University Press, 2007).