Aspects of Teaching Secondary Science: Perspectives on by Sandra Amos, Richard Boohan

By Sandra Amos, Richard Boohan

This book's constitution displays the several dimensions to studying technology. the 1st part makes a speciality of the significance of speak within the technological know-how school room, whereas the second one explores the foremost position of functional paintings. The 3rd part is anxious with the artistic, theoretical element of technology. Section four follows this via contemplating the conversation of rules and the way scholars learn how to perform the discourse of the medical neighborhood. Section five emphasizes where of technological know-how within the broader context, contemplating its ethical and moral dimensions and its position in a cultural context. ultimately, section six explores the complexity of the duty confronted through technology lecturers, highlighting the data and abilities technology lecturers needs to gather so that it will create an atmosphere within which scholars are prompted to profit technology.

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THE ART OF ASKING QUESTIONS IN THE TEACHING OF SCIENCE • • • • It was observed that questions coupled with ad hoc diagrams and illustrations were a richer learning experience and likely to be more effective at prompting pupil involvement, questions and answers. We considered that close groups of pupils gathered together in the laboratory for discussion improved teacher–pupil control through closer eye contact and helped to keep pupils focused on the argument developing in the discussion. We were concerned when a pupil was asked multiple questions on the same theme, questions coming in pairs or threes before the pupil had a chance to respond.

Light bulbs ‘use up’ electricity, and ‘taking exercise builds up your energy’. Science itself is a social process and there have been times in its history when there were groups of scientists holding different concepts. (The devotees of the One Fluid or Two Fluid theories of electric charge, in the eighteenth century, were like this. ) Through plenary sessions in which children try to pool their group ideas, they can also learn about the uncertain nature of scientific theorizing, in a way which mirrors that of science itself.

We often use them to check a pupil’s understanding. Examples of closed questions in science might be: • • • • What is the formula of sulphuric acid? How many moles of water in 36 g? Did you say that … ? So you mean that … ? Hypothetical questions are very useful, especially in teaching investigative skills. These questions pose a situation for the student to investigate or ask the student to compare a new situation with one they have already learned. An example of a hypothetical question is: • If magnesium is oxidized when burned in air what might happen if … ?

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