Teaching science: developing as a reflective secondary teacher
Reflective practice is at the heart of effective teaching, and this title helps you develop into a reflective teacher of science.
Gespeichert in:
| Format: | Buch |
|---|---|
| Sprache: | English |
| Veröffentlicht: |
Los Angeles [u.a.]
SAGE
2009
|
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Zusammenfassung: | Reflective practice is at the heart of effective teaching, and this title helps you develop into a reflective teacher of science. |
| Beschreibung: | Includes bibliographical references (p. [242]-251) and index |
| Beschreibung: | XVII, 259 S. 24 cm |
| ISBN: | 9781847873613 9781847873620 |
Internformat
MARC
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| 264 | 1 | |a Los Angeles [u.a.] |b SAGE |c 2009 | |
| 300 | |a XVII, 259 S. |c 24 cm | ||
| 336 | |b txt |2 rdacontent | ||
| 337 | |b n |2 rdamedia | ||
| 338 | |b nc |2 rdacarrier | ||
| 500 | |a Includes bibliographical references (p. [242]-251) and index | ||
| 520 | |a Reflective practice is at the heart of effective teaching, and this title helps you develop into a reflective teacher of science. | ||
| 650 | 4 | |a Science / Study and teaching (Secondary) | |
| 650 | 4 | |a Naturwissenschaft | |
| 650 | 4 | |a Science |x Study and teaching (Secondary) | |
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Datensatz im Suchindex
| _version_ | 1804140007296860160 |
|---|---|
| adam_text | CONTENTS ABOUT THE AUTHORS VIII ACKNOWLEDGEMENTS X HOW TO USE THIS BOOK
XI 1 WHAT IS SCIENCE TEACHING? WHO ARE SCIENCE TEACHERS? 1 BERNIE
KERFOOT WHAT IS SCIENCE AND HOW DOES SCIENCE WORK? 1 PUPILS
PERCEPTIONS OF SCIENTISTS 8 SHOULD EVERY LEARNER STUDY SOME SCIENCE? 9
HOW HAS THE ROLE OF SCIENCE TEACHER CHANGED 12 OVER THE PAST 20 YEARS?
WHAT ARE THE CHALLENGES SPECIFIC TO THE SCIENCE TEACHER? 13 GETTING
STARTED: FROM NOVICE TO EXPERT 15 CONTINUING PROFESSIONAL DEVELOPMENT
(CPD): SUBJECT KNOWLEDGE IS IMPORTANT 18 WHAT IS PERCEIVED AS GOOD
PRACTICE IN SCIENCE TEACHING? 20 THE NOTION OF A GOOD SCIENCE LESSON 2
WHAT ARE YOU EXPECTED TO TEACH IN A SCIENCE LESSON? 24 MATT COCHRANE
EVERY CHILD MATTERS 24 EVERY CHILD MATTERS AND THE SCIENCE CURRICULUM 25
THE STRUCTURE OF THE NATIONAL CURRICULUM IN THE SCHOOL 31 THE STRUCTURE
OF THE NATIONAL CURRICULUM IN SCIENCE 32 SCIENCE, NUMERACY AND LANGUAGE
36 3 PLANNING TO TEACH A SCIENCE LESSON 41 MATT COCHRANE LONG-TERM
PLANNING 42 MEDIUM-TERM PLANNING 43 SHORT-TERM PLANNING 44 LEARNING
OBJECTIVES 47 LEARNING OUTCOMES 48 COMPLETING THE LESSON PLAN 50 VI)
TEACHING SCIENCE 4 ELEMENTS OF A SCIENCE LESSON MATT COCHRANE THE
STRUCTURE OF A LESSON MANAGING THE CLASSROOM CRITICAL REFLECTION 5
MANAGING LEAMING IN SCIENCE BERNIE KERFOOT WHAT IS LEAMING? HOW DO
CHILDREN LEAM? A CONSTRUCTIVIST APPROACH SOCIAL CONSTRUCTIVISM
IMPLICATIONS FUER YOUR TEACHING STRATEGIES AND ACTIVITIES: ARE THEY
READY? DEVELOPING THINKING SKILLS THE MATERIALS OF THE THINKING SCIENCE:
CASE PROJECT ACTIVE LEAMING IN SCIENCE U SING RESOURCES MANAGING A
SCIENCE LESSON 6 MANAGING LEAMING; MEASURING LEAMING BERNIE KERFOOT WHY,
WHAT AND HOW MIGHT WE ASSESS? THE ASSESSMENT AUDIENCE NATIONAL
ASSESSMENT AT KEY STAGE 4: CAN WE ASSESS A PUPIL S SKILLS AS A
SCIENTIST? CAN WE ASSESS THEIR UNDERSTANDING OF HOW SCIENCE WORKS? THE
ASSESSMENT FUER LEAMING (AFL) DRIVE: WHAT IS THE CONTEXT? THE REALITY IN
THE CLASSROOM: PRINCIPLES INTO PRACTICE SOME EXTREMELY PRACTICAL ADVICE
WRITING A TEST QUESTIONING THE REPORT TO PARENTS 7 TEACHING DIFFERENT
ABILITIES; TEACHING DIFFERENT PUPILS JUDITH THOMAS WHAT DO WE ME AN BY
INCLUSION? HOW CAN SCHOOLS CHALLENGE ALL PUPILS? DIFFERENTIATING THE
NEEDS OF ALL PUPILS STRATEGIES FOR DIFFERENTIATION WORKING WITH SUPPORT
ASSISTANTS IN THE CLASSROOM AND THE LABORATORY 56 56 65 66 70 70 72 74
76 79 80 82 85 87 96 96 98 100 103 106 109 112 113 116 121 122 122 124
127 128 CONTENTS YII 8 TEACHING DIFFERENT AGES: KEY STAGE 3 TO POST-16
135 JUDITH THOMAS ACCOUNTING FOR AGE 135 CHALLENGES FOR PUPILS 137
DEALING WITH THE CHALLENGES 138 ENCOURAGING PROGRESSION AND CONTINUITY
140 CHALLENGES FOR TEACHERS 140 9 SCIENCE TEACHING ISSUES: SCIENCE FOR
ALL 145 JUDITH THOMAS INTRODUCTION 145 PUBLIC UNDERSTANDING OF SCIENCE
146 OPENING UP SCIENEE TO A11PUPILS 147 ENGLISH AS AN
ADDITIONALLANGUAGE/LITERACY BARRIERS 149 PUPIL ABILITY 151
CULTURE/RELIGION 152 PUPIL MOTIVATION: PEER PRESSURE 152 IMPORTANCE OF
INVESTIGATION/ENQUIRY IN THE TEACHING OF SCIENEE 153 INVESTIGATIONS AND
ENQUIRY FOR SCIENCE LESSONS 154 SEIENCE AND CITIZENSHIP 156 DEVELOPING
ENQUIRY 157 10 CREATIVITY AND INNOVATION IN SCIENCE TEACHING AND LEAMING
160 TONY LIVERSIDGE WHAT IS CREATIVITY AND WHY IS IT IMPORTANT? 161
CREATIVE AND INNOVATIVE TEAEHING AND LEAMING 163 CREATIVE AND INNOVATIVE
ACTIVITIES 172 11 SCIENCE OUTSIDE THE CLASSROOM 188 TONY LIVERSIDGE A
RATIONALE FOR TAKING PUPILS OUTSIDE THE CLASSROOM 188 THE PROS AND CONS
OF TAKING PUPILS OUTSIDE THE CLASSROOM 190 SUCCESSFUL EXPERIENCES 193 A
RANGE OPPORTUNITIES 197 12 REFLECTIVE PRACTICE AND PROFESSIONAL
DEVELOPMENT 203 TONY LIVERSIDGE REFLECTIVE PRACTICE 204 REFLECTIVE
PRACTICE AND CLASSROOM-BASED RESEARCH 212 GAINING A TEACHING JOB 224
PROFESSIONAL DEVELOPMENT 232 BIBLIOGRAPHY 242 INDEX 252
|
| any_adam_object | 1 |
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| callnumber-first | Q - Science |
| callnumber-label | Q181 |
| callnumber-raw | Q181 |
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| callnumber-subject | Q - General Science |
| classification_rvk | DP 4600 |
| ctrlnum | (OCoLC)228363016 (DE-599)BVBBV035728601 |
| dewey-full | 507.12 |
| dewey-hundreds | 500 - Natural sciences and mathematics |
| dewey-ones | 507 - Education, research, related topics |
| dewey-raw | 507.12 |
| dewey-search | 507.12 |
| dewey-sort | 3507.12 |
| dewey-tens | 500 - Natural sciences and mathematics |
| discipline | Allgemeine Naturwissenschaft Pädagogik |
| format | Book |
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| institution | BVB |
| isbn | 9781847873613 9781847873620 |
| language | English |
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| physical | XVII, 259 S. 24 cm |
| publishDate | 2009 |
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| spelling | Teaching science developing as a reflective secondary teacher Tony Liversidge ... [et al.] Los Angeles [u.a.] SAGE 2009 XVII, 259 S. 24 cm txt rdacontent n rdamedia nc rdacarrier Includes bibliographical references (p. [242]-251) and index Reflective practice is at the heart of effective teaching, and this title helps you develop into a reflective teacher of science. Science / Study and teaching (Secondary) Naturwissenschaft Science Study and teaching (Secondary) Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd rswk-swf (DE-588)4143413-4 Aufsatzsammlung gnd-content Naturwissenschaftlicher Unterricht (DE-588)4041425-5 s DE-604 Liversidge, Tony Sonstige oth Digitalisierung UB Erlangen application/pdf http://bvbr.bib-bvb.de:8991/F?func=service&doc_library=BVB01&local_base=BVB01&doc_number=018005234&sequence=000001&line_number=0001&func_code=DB_RECORDS&service_type=MEDIA Inhaltsverzeichnis |
| spellingShingle | Teaching science developing as a reflective secondary teacher Science / Study and teaching (Secondary) Naturwissenschaft Science Study and teaching (Secondary) Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| subject_GND | (DE-588)4041425-5 (DE-588)4143413-4 |
| title | Teaching science developing as a reflective secondary teacher |
| title_auth | Teaching science developing as a reflective secondary teacher |
| title_exact_search | Teaching science developing as a reflective secondary teacher |
| title_full | Teaching science developing as a reflective secondary teacher Tony Liversidge ... [et al.] |
| title_fullStr | Teaching science developing as a reflective secondary teacher Tony Liversidge ... [et al.] |
| title_full_unstemmed | Teaching science developing as a reflective secondary teacher Tony Liversidge ... [et al.] |
| title_short | Teaching science |
| title_sort | teaching science developing as a reflective secondary teacher |
| title_sub | developing as a reflective secondary teacher |
| topic | Science / Study and teaching (Secondary) Naturwissenschaft Science Study and teaching (Secondary) Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd |
| topic_facet | Science / Study and teaching (Secondary) Naturwissenschaft Science Study and teaching (Secondary) Naturwissenschaftlicher Unterricht Aufsatzsammlung |
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