Science in Primary Schools Examining the Practices of Effective Teac
If the status and quality of science education in schools is to improve, efforts need to be made to better understand the classroom practices of effective science teachers. Teachers are key players in a re-imagining of science education. This book explore
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Science in Primary Schools: Examining the Practices of Effective Teachers Angela Fitzgerald
Monash University, Australia
SENSE PUBLISHERS ROTTERDAM/BOSTON/TAIPEI
A C.I.P. record for this book is available from the Library of Congress.
ISBN: 978-94-6091-856-8 (paperback) ISBN: 978-94-6091-857-5 (hardback) ISBN: 978-94-6091-858-2 (e-book)
Published by: Sense Publishers, P.O. Box 21858, 3001 AW Rotterdam, The Netherlands https://www.sensepublishers.com/
Printed on acid-free paper
All Rights Reserved © 2012 Sense Publishers
No part of this work may be reproduced, stored in a retrieval system, or transmitted in any form or by any means, electronic, mechanical, photocopying, microfilming, recording or otherwise, without written permission from the publisher, with the exception of any material supplied specifically for the purpose of being entered and executed on a computer system, for exclusive use by the purchaser of the work.
TABLE OF CONTENTS
Chapter 1: 1 Introduction ............................................................................................. 1 Chapter 2: 2 Methodological Approach and Design .................................................... 5 Chapter 3: 3 Introducing Deanne and Lisa................................................................. 23 Chapter 4: 4 Teaching for Student Engagement in Science ....................................... 37 Chapter 5: 5 Providing Students with Concrete Experiences of Science .................. 53 Chapter 6: 6 Supporting Students to Talk about and Represent their Learning in Science .............................................................................. 67 Chapter 7: 7 Monitoring Students' Learning in Science ............................................ 83 Chapter 8: 8 Developing Scientifically Literate Students .......................................... 97 Chapter 9: 9 Conclusions and Reflections ............................................................... 107 References ............................................................................................................. 113
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CHAPTER 1
INTRODUCTION INTRODUCTION
Numerous reports and research findings document problems and shortcomings associated with teaching and learning in science. It would appear that transmissive teaching practices, reliant on teacher lecturing and textbooks, remain commonplace in science classrooms across several countries (European Commission, 2007; Goodrum, Hackling, & Rennie, 2001; Millar, 1996). In keeping with the geographic location of the research reported in this book, the Government report
The Status and Quality of Teaching and Learning of Science in Australian Schools
(Goodrum et al., 2001) provided an informative and disappointing picture of the state of science education in Australia. In particular, the report uncovered the inadequacy of traditional teaching practices, for both primary and secondary schooling, in regards to developing students’ understandings of science and fostering positive dispositions towards science. In the report R
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