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Teaching Secondary Science: A Complete Guide [Mīkstie vāki]

  • Formāts: Paperback / softback, 400 pages, height x width x depth: 142x204x18 mm, weight: 520 g
  • Izdošanas datums: 19-Nov-2021
  • Izdevniecība: John Catt Educational Ltd
  • ISBN-10: 1913622789
  • ISBN-13: 9781913622787
  • Mīkstie vāki
  • Cena: 24,81 €
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  • Formāts: Paperback / softback, 400 pages, height x width x depth: 142x204x18 mm, weight: 520 g
  • Izdošanas datums: 19-Nov-2021
  • Izdevniecība: John Catt Educational Ltd
  • ISBN-10: 1913622789
  • ISBN-13: 9781913622787

Teaching science is no simple task. Science teachers must wrestle with highly abstract and demanding concepts, ideas which have taken humanity’s greatest minds thousands of years to formulate and refine. Communicating these great and awesome theories involves careful forethought and planning. We need to deliver crystal clear explanations, guide students as they develop their embryonic knowledge and then release them to develop their thinking independently, all the while curating and tending to their long-term understanding as it develops over time.
In Teaching Secondary Science: A Complete Guide, Adam breaks down the complex art of teaching science into its component parts, providing a concrete and comprehensive set of evidence-informed steps to nurturing brilliant science students. Adam hopes that you finds this book interesting, but his main aim is for you to find it useful. Useful when it comes to sketching out your curriculum, useful when preparing your explanations, useful for mapping out how you will check student understanding and useful for all other aspects of science teaching. This is a truly complete guide, and science teachers of any experience will find it packed with ideas that are new, challenging, interesting and, most importantly, useful.

Introduction 15(6)
Structure of this book 21(2)
General reading 23(2)
Acknowledgements 25(2)
Part 1 Substance
27(70)
Chapter 1 Where to start?
29(10)
Chapter 2 Which knowledge matters?
39(6)
Chapter 3 Starting your learning sequence
45(8)
Chapter 4 Books, mini-whiteboards or oral response - what works when?
53(6)
Chapter 5 Types of question
59(8)
Chapter 6 The challenge equation
67(10)
Chapter 7 Many birds, one stone
77(6)
Chapter 8 Going over your retrieval quiz: the basics
83(8)
Chapter 9 Going over your prerequisite quiz
91(6)
Part 2 Explanations
97(114)
Chapter 10 Explaining science
99(8)
Chapter 11 Sequencing examples
107(6)
Chapter 12 The multimedia effect
113(10)
Chapter 13 Making the abstract concrete
123(6)
Chapter 14 Explanations in action - digestion
129(4)
Chapter 15 Analogies
133(6)
Chapter 16 Directions of travel
139(10)
Chapter 17 Misconceptions
149(8)
Chapter 18 Explanations in action - diffusion
157(10)
Chapter 19 Explanations in action - the heart
167(6)
Chapter 20 Introducing new vocabulary
173(6)
Chapter 21 Explaining equations
179(22)
Chapter 22 Solving equation problems
201(6)
Chapter 23 Engaging explanations
207(4)
Part 3 Building understanding
211(26)
Chapter 24 What is understanding?
213(10)
Chapter 25 Check and consolidate
223(6)
Chapter 26 The `quick and dirty' check and consolidate
229(8)
Part 4 Independent practice
237(38)
Chapter 27 Practising procedural knowledge - equations
239(8)
Chapter 28 Interleaving
247(4)
Chapter 29 Practising procedural knowledge in action - speed
251(6)
Chapter 30 Practising declarative knowledge
257(10)
Chapter 31 Expertise reversal
267(8)
Part 5 Assessment and feedback
275(32)
Chapter 32 Assessing understanding
277(6)
Chapter 33 Feedback
283(6)
Chapter 34 What to do after an exam
289(8)
Chapter 35 Marking and whole-class feedback
297(4)
Chapter 36 Reviewing independent practice
301(6)
Part 6 Practicals
307(22)
Chapter 37 The art of the demo
309(10)
Chapter 38 Problematic practicals
319(6)
Chapter 39 The Slow Practical
325(4)
Part 7 Building brilliant scientists
329(24)
Chapter 40 Mary, and why we teach science
331(6)
Chapter 41 Motivating scientists
337(4)
Chapter 42 A culture of retrieval
341(12)
Conclusion 353(2)
FAQs 355(29)
Glossary and summary tables 384
Adam is the Head of Science at The Totteridge Academy in North London. Somewhat obsessed with evidence-based practice, Adam has been heavily involved with researchEd, has led on CPD nationally and internationally and is a highly sought-after lecturer and teacher trainer. Adam served as the inaugural Managing Editor of CogSciSci, a grassroots organisation of over 1500 science teachers focused on the use of cognitive science in the science classroom, and has published a number of books and revision guides. Adam is also co-founder and Education Director at Carousel Learning, an innovative online platform aimed at building effective study habits in students.