Cross Curricular Teaching and Learning in the Secondary School... Science (Paperback)
  • Cross Curricular Teaching and Learning in the Secondary School... Science (Paperback)

Cross Curricular Teaching and Learning in the Secondary School... Science (Paperback)

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Paperback 264 Pages / Published: 14/05/2012
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Using a cross-curricular focus, this book brings together ongoing debates about personalised learning, creativity and ICT in education, and establishes a principled framework for cross-curricular teaching and learning in Science. It identifies a range of key issues and aims to strengthen in-school science practices by introducing ways of teaching rigorous science through, and alongside, other subjects.

This highly practical book draws on examples and case studies taken from innovative practices in different schools and subject areas, as well as summarising lessons from key pieces of research evidence. Cross-Curricular Teaching and Learning in the Secondary School.... Science also includes the following:

Clear theoretical frameworks for cross-curricular processes of teaching and learning in science, including chapters on Maths, ICT and Technology, English, the Humanities and the Arts

An analysis of the use of language, ICT and assessment as key components of a skilful pedagogical practice that affect how teaching is delivered and how pupils learn science in cross-curricular contexts

A lively account of theoretical issues blended with engaging stories of current practice

Practical tasks and questions for reflective practice

This timely textbook is essential reading for all students on Initial Teacher Training courses and PGCE courses as well as practising teachers looking to holistically introduce cross-curricular themes and practices in Science.

Publisher: Taylor & Francis Ltd
ISBN: 9780415666824
Number of pages: 264
Weight: 476 g
Dimensions: 248 x 171 mm


"I would strongly recommend this book as a source of support and stimulus for science departments who wish to undertake enrichment of the curriculum, to enhance collaboration with their non-science colleagues or simply to make learning more relevant and accessible"- Jane Essex, The Journal of Education in Chemistry, November 2012

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