By Douglas P. Newton
This sensible and obtainable workbook is designed to aid pupil lecturers as they advance their uncomplicated instructing abilities and bring up their broader wisdom and knowing for instructing technological know-how. Newly certified and starting academics must also locate it helpful. It comprises all of the suggestion, suggestions and assets new and scholar technology academics have to give some thought to and enhance their instructing perform, assisting them to devise classes around the topic in quite a few instructing occasions. necessary gains contain: case reports examples of scholars’ paintings examples of present strong perform a number of tried-and-tested instructing techniques photocopiable assets and coaching fabrics actions in every one bankruptcy to assist scholar heritage lecturers examine their studying and function net hyperlinks for extra interpreting on evidence-based perform.
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Extra info for A Practical Guide to Teaching Science in the Secondary School (Routledge Teaching Guides)
7 continued How would you have pupils apply it? If pupils took the parallels too far, what kind of belief could it lead to? Analogy 2 List the parallels with the target topic. How would you have pupils apply it? If pupils took the parallels too far, what kind of belief could it lead to? Analogy 3 List the parallels with the target topic. How would you have pupils apply it? If pupils took the parallels too far, what kind of belief could it lead to? Discuss your responses with your tutor. 43 TEACHING THE LANGUAGE OF SCIENCE Not all words are user-friendly.
No analogy is perfect and pupils may over-extend them. The solar system is a common analogy for the atom but the parallels are not numerous and taken too far, soon mislead (Taber, 2001). At best, they trade precision for clarity, memorability and utility. And there are, of course, bad analogies. For example, ‘If you took out all the oil from your head, your hair would fall out. ’ (New Scientist, 2365, 19 October 2002: 13). In higher levels of science, where there is still debate about how to explain some phenomenon, there may not even be agreement about the relevance of a particular analogy.
Your pupils will eventually have to come to grips with scientific language. While you must be considerate, you need to move the pupils’ use of scientiﬁc language on gently but ﬁrmly. Typically, this is done through scaffolding. When you introduce a concept, you describe it in straightforward, meaningful terms so that the pupils grasp the concept and are not lost in the Forest of Strange Words. Later, you deliberately introduce scientiﬁc terms they need to use and pair them with the more familiar, if approximate, terms.
A Practical Guide to Teaching Science in the Secondary School (Routledge Teaching Guides) by Douglas P. Newton