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.

Good Practice in Science Teaching

Osborne, Jonathan

Monk, Martin

Science & Math

Open University Press

Science in secondary schools has tended to be viewed mainly as a 'practical subject', and language and literacy in science education have been neglected. But learning the language of science is a major part of science education: every science lesson is a language lesson, and language is a major barrier to most school students in learning science. This accessible book explores the main difficulties in the language of science and examines practical ways to aid students in retaining, understanding, reading, speaking and writing scientific language.Jerry Wellington and Jonathan Osborne draw together and synthesize current good practice, thinking and research in this field. They use many practical examples, illustrations and tried-and-tested materials to exemplify principles and to provide guidelines in developing language and literacy in the learning of science. They also consider the impact that the growing use of information and communications technology has had, and will have, on writing, reading and information handling in science lessons.The authors argue that paying more attention to language in science classrooms is one of the most important acts in improving the quality of science education. This is a significant and very readable book for all student and practising secondary school science teachers, for science advisers and school mentors.

Language and Literacy in Science Education

Wellington, Jerry

In many countries, questions are being raised about the quality and value of educational research. This book explores the relationship between research and practice in education. It looks at the extent to which current practice could be said to be informed by knowledge or ideas generated by research and at the extent to which the use of current practices or the adoption of new ones are, or could be, supported by research evidence. Science education is used as a case study but the issues considered apply to the teaching and learning of any curriculum subject.  The book draws on the findings of four inter-related research studies and considers:   how research might be used to establish greater consensus about curriculum;   how research can inform the design of assessment tools and teaching interventions;   teachers’ and other science educators’ perceptions of the influence of research on their teaching practices and their students’ learning;   the extent to which evidence can show that an educational practice ‘works’.    

Improving Subject Teaching (Improving Learning)

Millar, Robin

Ratcliffe, Mary

Leach, John.

Science for Kids

Routledge

The SPACE Research Reports present the results of a national enquiry into the ideas which children form about scientific concepts and processes. This eighth report is concerned with children's understanding of healthy and unhealthy foods and activities and simple body processes.

Processes of Life (Liverpool University Press - Primary SPACE Research Reports)

Black, Paul

Wadsworth, Pam

Liverpool University Press

Scientific Reasoning and Argumentation: The Roles of Domain-Specific and Domain-General Knowledge

Competence in scientific reasoning is one of the most valued outcomes of secondary and higher education. However, there is a need for a deeper understanding of and further research into the roles of domain-general and domain-specific knowledge in such reasoning. This book explores the functions and limitations of domain-general conceptions of reasoning and argumentation, the substantial differences that exist between the disciplines, and the role of domain-specific knowledge and epistemologies. Featuring chapters and commentaries by widely cited experts in the learning sciences, educational psychology, science education, history education, and cognitive science, Scientific Reasoning and Argumentation presents new perspectives on a decades-long debate about the role of domain-specific knowledge and its contribution to the development of more general reasoning abilities.

Scientific Reasoning and Argumentation

Chinn, Clark A.

Engelmann, Katharina

History & Philosophy

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Books by Osborne, Jonathan