Good Practice in Science Teaching: What Research has to Say

Monk, M. and Osborne, J. (eds)

ISBN 10: 0335203914 / ISBN 13: 9780335203918

Edité par Open University Press, 2003

A propos de cet article

This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. Clean from markings. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,500grams, ISBN:9780335203918. N° de réf. du vendeur 9725720

Détails bibliographiques

Titre : Good Practice in Science Teaching: What ...

Éditeur : Open University Press

Date d'édition : 2003

Reliure : Couverture souple

Etat : Good

A propos de ce titre

Synopsis :

This book offers a summary of major educational research and scholarship important to the field of science education. Written, in a clear, concise and readable style, the authors have identified the principal messages and their implications for the practice of science teaching. Aimed at science teachers of children of all ages, and others who work in teaching and related fields, the book provides an invaluable first guide for science teachers. All of the chapters are written by authors from King's College and the University of Leeds, both of which are institutions with an international reputation for their work in the field with top research ratings. Each chapter summarises the research work and evidence in the field, discussing its significance, reliability and implications. Valuable lists of further reading and full references are provided at the end of each chapter.

À propos de l?auteur:

Dr Martin Monk has spent thirty years in front of classes of one form or another. During that time he has worked as a secondary science teacher and on pre-service and in-service training, both in the UK and overseas. His current interests are in how the diversity of teaching practices is related to the socio-economic and physical constraints in which science teachers work. Dr Jonathan Osborne has worked in science education for the past 25 years, first as a teacher, then a local authority advisor and now as a senior lecturer in science education at King's College London. He has conducted extensive research in primary science and more recently on science education for the public understanding of science.