Table Of ContentA Practical Guide to Teaching
Science in the Secondary School
APractical Guide to Teaching Science in the Secondary School is a workbook designed to support
student teachers, trainees and newly qualified teachers learning how to teach science. With
a strong practical focus, which deals directly with teaching in the school science laboratory,
it will help teachers build on their basic skills and increase their broader knowledge and
understanding.
It contains all the advice, guidance and resources that new and student science teachers
need to reflect on and develop their teaching practice, helping them to plan lessons across
the subject in a variety of teaching situations. Helpful features include:
• case studies
• examples of pupils’ work
• examples of existing good practice
• a range of tried-and-tested teaching strategies
• activities in each chapter to help student science teachers analyse their learning and
performance
• web links for further reading on evidence-based practice.
Designed to be used independently or as an integrated extension of the popular textbook
Learning to Teach Science in the Secondary School, which provides detailed examples of theory
in practice, this book is packed with examples of how to analyse practice to ensure learning
is maximised in the classroom. Students, trainees and newly qualified teachers will find this
book an invaluable resource because of its concise, direct style and comprehensive coverage
of all aspects of science teaching.
Douglas P. Newton was a teacher for twenty-four years before he began training teachers.
He is currently a Professorial Fellow at Durham University, UK.
Routledge Teaching Guides
Series Editors: Susan Capel and Marilyn Leask
These Practical Guides have been designed as companions to Learning to Teach [Subject]
in the Secondary School. For information on the Routledge Teaching Guides series please
visit our website at www.routledge.com/education.
Other titles in the series:
A Practical Guide to Teaching Physical Education in the Secondary School
Edited by Susan Capel, Peter Breckon and Jean O’Neill.
A Practical Guide to Teaching History in the Secondary School
Edited by Martin Hunt
A Practical Guide to Teaching Modern Foreign Languages in the Secondary School
Edited by Norbert Pachler and Ana Redondo
A Practical Guide to Teaching Citizenship in the Secondary School
Edited by Liam Gearon
A Practical Guide to Teaching ICT in the Secondary School
Edited by Steve Kennewell, Andrew Connell, Anthony Edwards, Cathy Wickens and Michael
Hammond
A Practical Guide to Teaching Design and Technology in the Secondary School
Edited by Gwyneth Owen-Jackson
A Practical Guide to Teaching
Science in the Secondary School
Douglas P. Newton
First published 2008
by Routledge
2 Park Square, Milton Park, Abingdon, Oxon OX14 4RN
Simultaneously published in the USA and Canada
by Routledge
270 Madison Ave, New York, NY 10016
This edition published in the Taylor & Francis e-Library, 2008.
“To purchase your own copy of this or any of Taylor & Francis or Routledge’s
collection of thousands of eBooks please go to www.eBookstore.tandf.co.uk.”
Routledge is an imprint of the Taylor & Francis Group, an informa business
© 2008 Douglas P. Newton
All rights reserved. No part of this book may be reprinted or reproduced
or utilised in any form or by any electronic, mechanical, or other means,
now known or hereafter invented, including photocopying and recording,
or in any information storage or retrieval system, without permission in
writing from the publishers.
British Library Cataloguing in Publication Data
A catalogue record for this book is available from the British Library
Library of Congress Cataloging in Publication Data
A catalog record has been requested for this book
ISBN 0-203-93205-6 Master e-book ISBN
ISBN10: 0–415–45364–X (pbk)
ISBN10: 0–203–93205–6 (ebk)
ISBN13: 978–0–415–45364–6 (pbk)
ISBN13: 978–0–203–93205–6 (ebk)
Contents
List of figures, tables and tasks vii
Abbreviations ix
Series editors’ introduction xi
Introduction 1
1 What underpins your teaching: matters of science and science education 3
2 Preparing to teach science: planning for learning 18
3 Teaching: supporting scientific thinking in the classroom 32
4 Monitoring and assessing learning in science 50
5 Differences 65
6 Some broader aspects of science teaching 79
Appendix: A problem to solve – some notes on the activities at the end
of each chapter 94
Glossary 96
References 99
Index 104
v
List of figures, tables and tasks
FIGURES
3.1 What makes iron nails rust? An aide memoire for pupils’ ideas 35
3.2 A chart to aid comparison 36
TABLES
3.1 Some analogies 41
4.1 Various forms of assessment and what they may tell you 51
TASKS
1.1 Do you agree or disagree with the following statements about science? 4
1.2 Why flies don’t drop off ceilings 5
1.3 Scientific literacy 7
1.4 Likes and dislikes 9
1.5 In the heat of the moment 12
1.6 Diagnosing alternative conceptions 12
1.7 Ghosts from the past 14
1.8 Contemporary models 14
1.9 Judging textbooks as models 15
1.10 A problem to solve: a time to sow and a time to plant 16
2.1 Mr/Ms Know-it-all? 18
2.2 Using a model of teaching (Key Stage 3) 20
2.3 Using a model of teaching (Key Stage 4) 20
2.4 Being clear about your goals 23
2.5 Science with added interest 25
2.6 ‘I did it my way’ 26
2.7 A preliminary checklist 27
2.8 Learn more about safe practices in the laboratory 28
2.9 Managing transitions 29
2.10 A problem to solve: the best laid plans 30
3.1 Did you make ’em think today? 32
3.2 The trouble with facts is that there are so many of them 34
3.3 Doing it with pictures 36
3.4 Guiding thought 38
3.5 Pressing for understanding 39
vii
LIST OF FIGURES, TABLES AND TASKS
3.6 Bridge building 40
3.7 Going to the limit 42
3.8 Making a text message more meaningful 45
3.9 Making words user friendly 45
3.10 A problem to solve: good plan, shame about the lesson 47
4.1 Subliminal messages 51
4.2 What constructive, formative feedback would you provide? 52
4.3 ‘Now, what I want is Facts,’ said Mr Gradgrind 54
4.4 Questions of understanding 56
4.5 You think you’ve got a problem? 57
4.6 Assessing the thinking behind the doing 59
4.7 Using case studies 59
4.8 Trying to keep active 61
4.9 Who’s a clever boy/girl, then? 62
4.10 A problem to solve: a matter of taste 63
5.1 Variety is the spice of life 66
5.2 Enrich and extend 68
5.3 Personal projects 68
5.4 Structure and support 70
5.5 Taking the strain 71
5.6 Reluctant learning 72
5.7 Catching interest 74
5.8 Diversity as a resource 75
5.9 Making it possible 76
5.10 A problem to solve: diversity on your doorstep 77
6.1 As others see us 80
6.2 New kids on the block 81
6.3 Being thoughtful 83
6.4 Leading the way to ESD 84
6.5 Two birds with one stone 85
6.6 A special interest 87
6.7 ICT to support learning 88
6.8 ICT as a tool 89
6.9 Adding to your skills 90
6.10 A problem to solve: what counts as a good performance? 91
viii
Abbreviations
ASE Association for Science Education
BECTA British Educational Communications and Technology Agency
CASE Cognitive Acceleration in Science Education
CLEAPSS Consortium of Local Education Authorities for the Provision of Science Services
CPD Continuing professional development
CPSHE Citizenship, personal, social, moral, spiritual, cultural and health education
DART Directed Activity Related to Text
DfES Department for Education and Skills
ESD Education for Sustainable Development
GCSE General Certificate for Secondary Education
ICT Information Communications Technology
Ofsted Office for Standards in Education
QCA Qualifications and Curriculum Authority
SAT Standard Assessment Test
ix
