Contemporary Trends and Issues in Science Education

The Pedagogy of Physical Science

Authors: Heywood, David, Parker, Joan

  • Provides a unique perspective on the pedagogy of physical science derived from researching teachers’ learning
  • Identifies the nature of explanation and learning in science
  • Supports with research evidence from teachers’ learning in what are considered traditionally difficult and abstract conceptual areas
  • Critically informs assumptions about teacher science subject knowledge, the nature of learning in science, and the presentation of science knowledge in the curriculum
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eBook $159.00
price for USA (gross)
  • ISBN 978-1-4020-5271-2
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $209.00
price for USA
  • ISBN 978-1-4020-5270-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $209.00
price for USA
  • ISBN 978-94-007-3159-2
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
About this book

In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. To do so, they analyzed trainee and practising teachers’ responses to engaging with difficult ideas when learning science in higher education settings.

The text demonstrates how professional insight emerges as teachers identify the elements that supported their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to ‘problematize’ subject knowledge, both for learner and teacher.

The book’s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.

Table of contents (7 chapters)

  • Introduction

    Heywood, David (et al.)

    Pages 1-5

  • Conceptual Change and Learning About Forces

    Heywood, David (et al.)

    Pages 7-37

  • The Role of Analogies in Learning

    Heywood, David (et al.)

    Pages 39-64

  • Cognitive Conflict and the Formation of Shadows

    Heywood, David (et al.)

    Pages 65-91

  • Language Interpretation and Meaning

    Heywood, David (et al.)

    Pages 93-112

Buy this book

eBook $159.00
price for USA (gross)
  • ISBN 978-1-4020-5271-2
  • Digitally watermarked, DRM-free
  • Included format: PDF, EPUB
  • ebooks can be used on all reading devices
  • Immediate eBook download after purchase
Hardcover $209.00
price for USA
  • ISBN 978-1-4020-5270-5
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
Softcover $209.00
price for USA
  • ISBN 978-94-007-3159-2
  • Free shipping for individuals worldwide
  • Usually dispatched within 3 to 5 business days.
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Bibliographic Information

Bibliographic Information
Book Title
The Pedagogy of Physical Science
Authors
Series Title
Contemporary Trends and Issues in Science Education
Series Volume
38
Copyright
2010
Publisher
Springer Netherlands
Copyright Holder
Springer Science+Business Media B.V.
eBook ISBN
978-1-4020-5271-2
DOI
10.1007/978-1-4020-5271-2
Hardcover ISBN
978-1-4020-5270-5
Softcover ISBN
978-94-007-3159-2
Series ISSN
1878-0482
Edition Number
1
Number of Pages
XII, 197
Topics