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The Art of Teaching Science

Science teaching is an art that requires a unique combination of knowledge and skills to engage students and foster their understanding. This book is a thorough introduction and embraces the full spectrum of contemporary reforms in education. The Art of Teaching Science presents science teaching as a dynamic, collaborative activity and highlights recent developments in research into excellence in science teaching. Emphasising pedagogy, curriculum and assessment, the book is designed for educators preparing to teach science at middle and secondary school levels. Fully revised and updated, this second edition includes new chapters which address the requirements of the national documents on science curriculum on engaging students in science, ICT in the science classroom and developing a 'thinking' science classroom. Throughout the book, the authors reflect a student-centred approach to science teaching as advocated in reform curriculum documents throughout the world. Written by leading science educators and incorporating classroom examples and activities, The Art of Teaching Science outlines the main issues science teachers face today.
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Table of Contents

Figures, tables and snapshots Contributors About the Editors Preface Part I: Understanding the Art of Teaching Science 1. What is science? 2. Constructivist and socio-cultural views of teaching and learning 3. Conceptual change learning and teaching Part II: Implementing the Art of Teaching Science 4. Teaching strategies for science classrooms 5. Planning in secondary science 6. Inquiry and investigation in science 7. The Australian science curriculum 8. Assessment of and for learning in science Part III: Extending the Art of Teaching Science 9. Student engagement in science lessons 10. Developing a 'thinking' science classroom 11. ICT in the science classroom 12. Equity and excellence in the science curriculum Index

About the Author

Grady Venville and Vaille Dawson are co-editors of The Art of Teaching Primary Science.


'An exceptional book that has relevance not only to graduate and beginning teachers, but also to those of us who have been teaching for many years.' - Stephen Zander, President, Australian Science Teachers Association.

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