Hardcover. Practical work is an essential feature of secondary science education. However, questions have been raised by some science educators about its effectiveness as a teaching and learning strategy. Whilst such an approach is generally effective in getting pupils to do things with objects and materials, it is seen as relatively ineffective in developing their conceptual understanding of the associated scientific ideas and concepts. Ian Abrahams argues that this is because it is practiced as a hands-on', rather than minds-on' activity.Abrahams draws together theory and practice on effective teaching and learning in practical work in science - covering biology, chemistry and physics. He provides clear guidance to ensure that students are encouraged and supported to be minds-on' as well as a 'hands-on' so that they can make the most of this learning experience.An invaluable text for inspiring aspiring and experienced secondary science professionals, especially for those on M-level secondary science PGCE programmes. A guide to the theory and practice of teaching minds-on practical work in secondary science. It considers the effectiveness of practical work and suggests that it is essentially a 'hands-on', rather than 'minds-on' activity. It is suitable for those on M-level secondary science PGCE programmes. Shipping may be from our UK warehouse or from our Australian or US warehouses, depending on stock availability.

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Detalles bibliogr�ficos

T�tulo: Practical Work in Secondary Science (Hardcover)
Editor: Bloomsbury Publishing PLC, London
Fecha de publicaci�n: 2010
Idioma: Ingl�s
ISBN 10: 1847065031
ISBN 13: 9781847065032
Encuadernaci�n: Hardcover
Estado: new

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Sinopsis

Practical work is an essential feature of secondary science education. However, questions have been raised by some science educators about its effectiveness as a teaching and learning strategy. Whilst such an approach is generally effective in getting pupils to do things with objects and materials, it is seen as relatively ineffective in developing their conceptual understanding of the associated scientific ideas and concepts. Ian Abrahams argues that this is because it is practiced as a 'hands-on', rather than 'minds-on' activity.

Abrahams draws together theory and practice on effective teaching and learning in practical work in science - covering biology, chemistry and physics. He provides clear guidance to ensure that students are encouraged and supported to be 'minds-on' as well as a 'hands-on' so that they can make the most of this learning experience.

An invaluable text for inspiring� aspiring and� experienced secondary science professionals,� especially for those on M-level secondary science PGCE programmes.

Acerca del autor

Ian Abrahams is Professor of Science Education at the University of Lincoln, UK.

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