Teaching Secondary Science: Theory and Practice provides a dynamic approach to preparing preservice science teachers for practice. Divided into two parts - theory and practice - the text allows students to first become confident in the theory of teaching science before showing how this theory can be applied to practice through ideas for implementation, such as sample lesson plans. These examples span a variety of age levels and subject areas, allowing preservice teachers to adapt each exercise to suit their needs when they enter the classroom.Each chapter is supported by pedagogical features, including learning objectives, reflections, scenarios, key terms, questions, research topics and further readings. Written by leading science education researchers from universities across Australia, Teaching Secondary Science is a practical resource that will continue to inspire preservice teachers as they move from study into the classroom. This book includes a single-use twelve-month subscription to Cambridge Dynamic Science.
Geoff Woolcott is Associate Professor of Mathematics and Science Education at Southern Cross University, Australia. He has a broad range of successful experiences in primary, secondary and tertiary education, as well as a research background in science, mathematics and education. Robert Whannell is a Senior Lecturer in STEM Education at the University of New England, Australia. He has taught physics, chemistry, mathematics and information processing technology to Year 12 level in both private and public secondary schools in Queensland for nearly twenty years. He has held positions as a Head of Department in Science and Mathematics, and ICT.
Part I. Theory: 1.1. Contemporary issues in teaching and learning science Simon Leonard and Geoff Woolcott; 1.2. On becoming a science teacher Robert Whannell and Linda Hobbs; 1.3. Theory and practice in science education Robert Whannell and Tony Yeigh; 1.4. Real world science in the classroom Kay Lembo, Julie Crough and Geoff Woolcott; 1.5. Improving science teaching practice through collaboration and reflection Margaret Marshman and Geoff Woolcott; 1.6. Assessing science teaching and learning Robert Whannell and Neil Taylor; 1.7. Teaching using student-generated representations in science John Kenny and Connie Cirkony; 1.8. Technology, electronic media and science education Annette Hilton and Geoff Hilton; 1.9. Celebrating Australia's diversity through science education Angela Fitzgerald, Linda Peiffer and Geoff Woolcott; Part II. Practice: 2.1. Engagement practices: a major issue in contemporary education Simon Leonard and Geoff Woolcott; 2.2. Building identity and commitment to the teaching of science Linda Hobbs and Robert Whannell; 2.3. Application of theory in science education classrooms Tony Yeigh and Robert Whannell; 2.4. Bringing real world science into the classroom Kay Lembo, Julie Crough and Geoff Woolcott; 2.5. Creating a classroom for engagement with scientific thinking, problem solving and real world contexts Margaret Marshman and Geoff Woolcott; 2.6. Assessing science teaching and learning in the classroom Neil Taylor and Robert Whannell; 2.7. Using representations in the science classroom John Kenny and Connie Cirkony; 2.8. Digital technologies in the science classroom and beyond Annette Hilton and Geoff Hilton; 2.9. Bringing Australia's diversity into science education Linda Pfeiffer, Angela Fitzgerald and Geoff Woolcott.