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Good Practice in Science Teaching


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Table of Contents

Introduction: Research matters?

Science teachers, science teaching: Issues and challenges How science works: What is the nature of scientific reasoning and what do we know about students' understanding? Science for citizenship Thinking about learning: Learning in science Science teaching and cognitive acceleration Practical work The role of language in the learning and teaching of science Technology mediated learning Formative assessment in science Summative assessment: Gold or glitter? Students' attitudes to science Supporting science learning in out-of-school contexts Supporting the development of effective science teachers Index

About the Author

Jonathan Osborne is the Shriram Family Professor of Science Education at Stanford University. He started his career teaching physics in London schools before joining King's College London in 1985 where he worked until 2008, when he moved to Stanford. He has researched into the nature of science and argumentation, attitudes to science and science education for public understanding. Justin Dillon is Professor of Science and Environmental Education and Head of the Science and Technology Education Group at King's College London. He taught science in London schools for 10 years before joining King's in 1989. He has carried out research into children's ideas about science, science teachers' professional development needs and wants and learning beyond the classroom. He is President of the European Science Education Research Association and an editor of the International Journal of Science Education.

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