evil spirit 151,171 evolution 73, 92, 96, 100–3, 115, 150–60, 163–74 examination
specifications 9,74, 108, 113, 183 expectancy effects 42, 128–9, 141, 215
experiment(s) 50,56, 76, 105, 115, 116, 124, 125, 129–30, 137, 143, 177, 203,
205. ... 17, 30, 76, 150, 165, 192 genius 92, 165,214 geocentric model 179
gesture 60, 109 gifted and talented, the 213 gifted, the ... 184, 200–1, 219–20
composition of group 214, 216 projects 39 roles in 39, 219 group-work skills 219
growth spurters ...
Author: Keith S. Taber
Publisher: Bloomsbury Publishing
Worried about teaching natural selection, submicroscopic particle models or circuits? Keith S. Taber explores a range of issues faced in secondary science teaching and discusses strategies for teaching the nature of scientific knowledge, making practical work effective and challenging gifted young scientists. MasterClass in Science Education shows how to become a master science teacher by developing and adopting the habits and mind-set of a teacher-as-scientist. The author introduces the three pillars of this approach: subject knowledge, pedagogic knowledge, and classroom research. The body of subject knowledge in the sciences is both vast and constantly evolving as it is challenged, updated and developed, and this text supports you to understand the dynamic nature of knowledge and the implications this has for your teaching. Taber shows how to use a knowledge-in-action approach, enacting knowledge in the complex and dynamic classroom environment. He supports you to critically examine classroom experiences, drawing on a wide-range of research-informed perspectives that offer insights into facilitating effective student learning. He also guides you to understand how to use recommendations from published research studies as components of a toolkit to improve your teaching and learning.