Learning to Teach Science in the Secondary School: A companion to school experience - Learning to Teach Subjects in the Secondary School Series (Paperback)Rob Toplis (editor)
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Learning to Teach Science in the Secondary School is an indispensable guide with a fresh approach to the process, practice and reality of teaching and learning science in a busy secondary school. This fourth edition has been fully updated in the light of changes to professional knowledge and practice and revisions to the national curriculum.
Written by experienced practitioners, this popular textbook comprehensively covers the opportunities and challenges of teaching science in the secondary school. It provides guidance on:
* the knowledge and skills you need, and understanding the science department at your school
* development of the science curriculum
* the nature of science and how science works, biology, chemistry, physics and astronomy, earth science
* planning for progression, using schemes of work to support planning , and evaluating lessons
* language in science, practical work, using ICT , science for citizenship, Sex and Health Education and learning outside the classroom
* assessment for learning and external assessment and examinations
Every unit includes a clear chapter introduction, learning objectives, further reading, lists of useful resources and specially designed tasks - including those to support Masters Level work - as well as cross-referencing to essential advice in the core text Learning to Teach in the Secondary School, sixth edition.
Learning to Teach Science in the Secondary School is designed to support student teachers through the transition from graduate scientist to practising science teacher, while achieving the highest level of personal and professional development.
Publisher: Taylor & Francis Ltd
Number of pages: 314
Weight: 620 g
Dimensions: 246 x 174 x 25 mm
Edition: 4th edition
"The book is user friendly and written in an understandable and jargon-free way by current and experienced practitioners. It maintains its accessibility throughout in a refreshingly non-condescending manner. In keeping with good practice, each chapter starts with a series of objectives and many include a number of tasks to help develop the skills needed to be a reflective and critical teacher. The references and ideas for further reading are recent and relevant, and would be a good starting point for trainee teachers to further engage with the topics discussed" - John Caroll, Education in Chemistry
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