SCHOOL OF EDUCATION, COMMUNICATION AND LANGUAGE SCIENCES
SECONDARY
SCIENCE
HANDBOOK
2013 – 2014
1
“THE GOOD THING ABOUT SCIENCE IS THAT IT’S TRUE WHETHER OR NOT YOU
BELIEVE IN IT.” NEIL DE GRASSE TYSON
2
WELCOME TO NEWCASTLE UNIVERSITY’S PGCE/SD SECONDARY SCIENCE
COURSE 2013-2014
As we move into the next academic year, Science remains an exciting and challenging
topic. Over the past 2 years the new GCSE Science specifications have been taught under
the coalition government and there is much change ahead, including the removal of
modular (3 assessment slots per academic year) examinations and the reintroduction of
linear (end of course) examinations, the introduction of a new KS3/4 Science Curriculum for
teaching in 2014/15 respectively, and just this week the removal of “levels” as a way of
measuring progress at KS3! This academic year is also really exciting because it is the year
that you will embark upon the challenge of inspiring the next generation of scientists by
completing your teacher training either through the PGCE (Postgraduate Certificate in
Education) or SD (School Direct) route in Secondary Science here at Newcastle University.
As we have seen changes in the way science is being taught and learnt, it has become
increasingly apparent that to be contributors to society, individuals need to be
scientifically literate. Your job is so important because not only are you catering for
individuals who may go on to study science at university; you are also contributing to a
greater scientific understanding within the population.
Dr Robert Hazen of the Carnegie Institute for Science has written
over 230 science books and articles and gained awards for his
science lectures and research. In his article, ‘Why should you be
scientifically literate?’ he has explained:
“We live in an age of constant scientific discovery — a world shaped
by revolutionary new technologies. Just look at your favourite
newspaper. The chances are pretty good that in the next few days
you’ll see a headline about global warming, cloning, fossils in
meteorites, or genetically engineered food. Other stories featuring
exotic materials, medical advances, DNA evidence, and new drugs all deal with issues
that directly affect your life. As a consumer, as a business professional, and as a citizen, you
will have to form opinions about these and other science-based issues if you are to
participate fully in modern society. More and more, scientific and technological issues
dominate national discourse, from environmental debates on ozone depletion and acid
rain, to economic threats from climate change and invasive species. Understanding these
debates has become as basic as reading. All citizens need to be scientifically literate to
appreciate the world around them and make informed personal
choices. It is the responsibility of scientists and educators to
provide everyone with the background knowledge to help us
cope with the fast-paced changes of today and tomorrow.”
Alom Shaha, a Science teacher from London has produced a
really nice short film highlighting the importance of science with
some nice examples which you could use to strengthen your own
endeavours to convince your pupils and the world that Science is
so important: http://vimeo.com/3531977. Please take the time to
watch this as it will form the basis of one of our first sessions.
3
The Science Curriculum component of the PGCE course will help you prepare for these
challenges. In particular the course will help you to develop:





An understanding of the nature of science and its place in the school curriculum;
A knowledge and understanding of the Science National Curriculum and
developments in the teaching & learning of sciences pre and post 16;
An understanding of the ways in which children learn scientific concepts and
principles;
The skills of lesson planning, assessing pupil progress, providing formative feedback,
class and classroom management with respect to laboratory based science
teaching;
The ability to employ a wide range of teaching & learning strategies appropriate to
the age, ability and attainment levels of pupils across the 11-19 range.
The course is hard work, but definitely rewarding and hopefully, great fun. Good luck!
Jon Haines
PGCE Secondary Science Teaching Fellow
Room 1.46 KGVI
Tel: 0191 222 6597
E-mail: jon.haines@ncl.ac.uk
4
NORMAL WEEKLY TIMETABLE
OVERVIEW
The Science programme for both PGCE and School Direct students is organised through a
series of Subject Knowledge Sessions and Science Curriculum Studies. You will also be
expected to undertake a programme of personal study to enhance areas of subject
knowledge, both within your own specialist subject at A-level, and across the full range of
sciences at Key Stages 3 & 4.
SUBJECT KNOWLEDGE SESSIONS
Throughout the year you will get the opportunity to work in your specialist subject groups
(Biology, Chemistry and Physics) and cover some of the key misconceptions, practical
methods, investigations and modelling of scientific processes within your specialist subject
area. In addition, each group will have sessions in the complementary specialist areas
providing some subject enhancement in your non-specialist areas of the science
curriculum. The prime focus will be on the content of, and relevant teaching & learning
strategies used in covering, the National Curriculum for 11-16 year olds, as well as aspects
of teaching the 16-19 age range, including A-level.
SCIENCE CURRICULUM STUDIES
Involves the whole science group meeting together to cover some of the more general
issues related to education in science such as curriculum design, lesson planning,
laboratory organisation, safety, group-work, behaviour management, undertaking
coursework, providing formative feedback & assessment, managing data and the use of
ICT in science. They usually link with the themes covered in your placement schools and
are also used to follow-up the PGCE Course Lectures attended by all students of all subject
areas. General science subject knowledge will also be covered in these sessions as we
illustrate ideas and concepts with relevant subject matter.
5
WEEKLY SCHEDULE:
The basic format of your weeks during the course are provided below. In addition to this,
there are also 3 ½ University based weeks and 2-3 call back days. You will be given a
course timetable indicating the dates of these, and also outlining the course content,
when you start in September.
Weeks 3-8 /
18-22
Monday
Tuesday
Wednesday
Thursday
University timings NB for school based days, timings will follow your
placement school timetable & expectations.
9:00/9:30
–
12:00 – 13:00
10:45 – 12:00
13:00 – 14:30
14:45 – 16:00
10:30
Lunch
School Placement – Observation, settling in & pre-teaching.
School Placement – Observation, settling in & pre-teaching.
School Placement – Observation, settling in & pre-teaching.
School based training (SD in own school)
PGCE Group with Jon Haines – School venue & times tbc
Friday
University timings NB for school based days, timings will follow your
placement school timetable & expectations.
Weeks 10-15
Diagnostic
Placement
Monday
Tuesday
Wednesday
Thursday
9:00/9:30
10:30
–
10:45 – 12:00
12:00 – 13:00
Lunch
13:00 – 14:30
14:45 – 16:00
School Based Teaching Practice
School Based Teaching Practice
School Based Teaching Practice
School Based Teaching Practice
Friday
University timings NB for school based days, timings will follow your
placement school timetable & expectations.
Weeks 24-34.
36 Long Final
Placement
Monday
Tuesday
Wednesday
Thursday
Friday
Normally 08:00/08:30 – 15:30/16:00 +++ *
School Based Teaching Practice
School Based Teaching Practice
School Based Teaching Practice
School Based Teaching Practice
School Based Teaching Practice
*While at your placement schools, it is also normal practice for you to attend whole school
and departmental CPD and meetings as if you were a fully paid up member of the
school’s teaching staff.
You will be given further information regarding your placement school nearer the time.
6
ROUGH GUIDE TO THE KING GEORGE VI BUILDING (KGVI)
There are three main areas to the KGVI Building: Central Block, North Wing and South Wing;
most of the teaching occurs in the seminar rooms and lecture theatres of the Central Block
and North Wing:
CENTRAL BLOCK
Ground floor
Main entrance from Queen Victoria Road
Basement entrance from main campus opposite Agriculture Building
Main staircase / Lift
First Floor
Seminar Rooms 1.36, 1,36B, 1.36C
Student Common Room 1.36D
Seminar Rooms 1.43, 1.43A, 1.43B
Jon’s Office 1.46
Second Floor Seminar Room 2.37
Lawn & NAIAD Computer Clusters (2.33)
Toilets
Science Teaching Labs 2.38, 2.46, 2.46A
Third Floor
Admin Offices
NORTH WING
Basement
First Floor
Student Common Room B57
Seminar Rooms 1.71, 1.71A, 1.71B
Karl Cain’s Office – 1.73
Toilets
Second Floor Resources Centre (2.63)
SOUTH WING
(NOT OFTEN USED)
First Floor
Seminar Rooms 1.11, 1.12
Second Floor Seminar Room 2.19
7
SCIENCE IN SCHOOLS – WHAT DO THE PUPILS THINK?
As part of Science Year, 2001-2, the Science Museum in London facilitated a national online survey of student opinion, organised by a representative sample of sixth-formers drawn
from a range of schools across the UK. Around 1,500 responses were received and the
results made for fascinating reading.
Overall twice as many respondents rated school science as interesting, useful, relevant
and thought-provoking as opposed to scary, irrelevant and off-putting, but a worrying
number of students described it as boring, especially when it came to topics in physics!
e.g.
“Physics. I have never, nor will ever, either see the point in or understand physics. It
always seemed pointless spending hours of experimental time proving what was
already proven, or that black wasn’t a colour, or whatever.”
Topics were more highly rated if they could be seen to be clearly related to everyday life
and experience e.g.
“How the human body works and the regulatory systems in it…oh, and dissecting a
heart and lungs – useful and interesting”
“Learning how chemicals are used in industry is very boring – chemicals in the body
and used in drugs are more interesting and relevant”.
The most highly rated teaching methods were:




Going on a school trip or excursion;
Looking at videos;
Doing a science experiment;
Having a class discussion/debate.
(It was acknowledged, however, that watching videos, while very enjoyable, was not
necessarily a very effective way of learning!)
The report ended by making 10 recommendations from the students for school science
teaching:
8
1. ETHICAL AND CONTROVERSIAL ISSUES
The Science curriculum should include more ethical and controversial issues. These
should not be hived off into occasional discrete topics but included throughout the
curriculum.
2. PRACTICAL WORK
Practical work should be strongly encouraged and relevant to the syllabus. The
practicals need to be supervised, they need to work and they need up-to-date
equipment.
3. DISSECTION
Schools should provide students with the opportunity to do dissection but individual
students should have the choice as to whether or not they do dissection.
4. SCIENCE AND MATHS
The fundamentals of maths should be covered in maths lessons but science lessons
should explicitly include a coherent treatment of the maths needed for science.
Better communication is needed between science and maths teachers.
5. SCIENCE TEACHERS
Good science teachers are crucial. Science teachers should be qualified to teach
science and should have the appropriate subject specialism within science, if
possible.
6. SLIMMING THE CURRICULUM
The science curriculum should cover fewer topics to allow for more in-depth
treatment and for more detailed explanations.
7. DISCUSSIONS IN SCIENCE
There should be more discussions in science classes. Discussions provide students
with the opportunity to learn from someone other than their teacher and, healthily,
to disagree with teachers and develop their own ideas.
8. GOOD SCIENCE TEACHING
Learning is helped by having a teacher who can engage with students and by the
use of visually stimulating material.
9
9. MAKING CHEMISTRY AND PHYSICS MORE POPULAR
The popularity of Chemistry and Physics would be raised if they connected more
with real-life situations, as Biology does, and included more ethical issues.
10. PRIMARY SCIENCE
In primary school, integration between science and other subjects is important.
Primary science should be placed at the same level of importance as English and
Maths. Better equipment is needed for primary science teaching.
Each of these points is worthy of further consideration and we will address some of them in
more detail in several our science curriculum sessions.
In summary, what comes through strongly in these recommendations is the need to
ENGAGE students actively in science lessons and to ensure that lessons are RELEVANT to
students’ everyday lives.
There is a strong echo here of remarkably similar comments being put forward by students
some twenty five years ago. In 1987, the Secondary Science Curriculum Review published
the report “Science is Like a Spider’s Web: Some Sixth-Formers’ Views of their Science
Education 11-16”:
“I don’t think it’s any use at all in everyday life. I mean, not really. What good would
the atomic weight of hydrogen be, actually be in everyday life, you know?”
“I do maths and physics at A level and that’s a joke in itself: it’s got absolutely no
bearing on life or anything, and the physics is really like applied maths, I mean
that’s really, you know, if, I mean it, totally and utterly useless. Terrible.”
An HMI policy document (Science 5-16: A Statement of Policy, DES, 1985) was equally
critical:
“Too much of the time spent learning science by too many pupils consists of the
accumulation of facts and principles which have little perceived, or indeed actual,
relevance to their daily lives as young people…..Science education should be
presented and assessed in a way that allows the pupils to see its direct relevance
to their lives; and it should draw on the environment and experience of the pupils
themselves.”
It would appear that little seems to have changed over the past two decades! Perhaps
the recent introduction of the new GCSE science specifications, with their emphasis on
scientific literacy for future citizens, will be the catalyst needed to bring about change in
this area? It might be wise, however, to consider the views of another student from the
1987 survey:
“I think science teachers are teachers, that’s all you can say about them. They are
there to teach you to pass the exam. If you ask them for more detail, they’ll say
10
‘No, you are going to pass your exam, you do not need to do any detail.’ Their job
depends upon it, your future depends upon it.”
Perhaps nothing has changed in twenty five years in this respect either? Percentages of
pupils gaining grades A* - C may in the end prove to be a more important factor than
percentages of pupils enjoying and seeing the relevance of their science education.
More recently, in 2011, OFSTED published a report focussing on “Successful Science”
(http://bit.ly/12UZqbO). The report recognised the improving trend in science education
over the period of the report, especially in secondary schools, but it once again raised the
need to “ensure that pupils are engaged and challenged by their work in science,
particularly in scientific investigation and how science works” and also made reference to
“relevance to their (pupils’) lives”.
11
LEARNING TO BE A SCIENCE TEACHER – LEARNING FROM EXPERIENCE
“I hear and I forget, I see and I remember, I DO and I understand.” (thought to be an
ancient Chinese Proverb)
Learning by doing, learning from practical experience, is not only a good way of learning
science but also forms an important part in the process of learning how to teach. Hence
practical experience in school classrooms and laboratories forms the central core of the
PGCE course.
In order to ensure that you do learn from that experience it is essential that the experience
is evaluated and reflected upon – all the time you must be asking yourself ‘What have I
learned from this experience’? So, if a lesson you have taught or observed goes well, or
badly, in either case it is a learning
opportunity.
Your own personal written evaluation
at the end of a lesson is just as
important as the effort you put into
planning the lessons in the first place.
The key part of the training process is
the frank and open discussion with
your Mentor each week reviewing the
lessons taught, and a willingness by
you to take advice and if necessary,
adapt your ideas in the light of
experience.
The Thinking Through Teaching (TTT)
Portfolio, which forms the major
component of the assessment of the
PGCE course, will help you reflect on
your experience in light of the wider
research on teaching and learning.
Finally, keeping a Reflective Training Journal (RTJ) will help you to monitor and record the
learning that has taken place and the progress you are making towards meeting the
Standards for the Award of Qualified Teacher Status.
Even a lesson that goes badly can be a learning experience…
12
MAINTAINING PROFESSIONAL STANDARDS
ATTENDANCE
It follows from the above that the PGCE course requires a commitment to 100%
attendance at all sessions both in school and in the university – any session missed is an
opportunity for learning lost. Similarly, time for preparation, reflection and evaluation
outside of the timetabled day will be vital if effective learning from experience is to take
place.
Unavoidable absence through illness, hospital appointments, job interviews etc can, of
course, be accommodated.




For absence from any university session, please e-mail Karen in the PGCE Office or
call on 222 6390 and ensure that any work missed is caught up with immediately.
For absence on a school day, inform both the school and the UNIVERSITY PGCE
Office.
A Self-Certificate of Illness (available electronically on Blackboard) must be
submitted to Jon Haines for absences of more than 3 working days.
A Medical Certificate from your GP must be submitted to Jon for absences of more
than 7 working days.
Prolonged absence through illness may not necessarily be a major problem as teaching
practice can be extended to continue in school after the end of the PGCE year, with QTS
being awarded at the end of July rather than June. In this event, and in the event of
extending deadlines for assignments, you will need to complete the necessary paperwork
and have it signed off by Karl Cain the course Director.
ATTITUDE
It is not expected that you will agree with everything your tutors or mentors tell you and a
critical, questioning approach is to be commended. Do be courteous and respectful,
however, in all your dealings with colleagues (especially support staff in school) and be
willing to listen to, and act upon, advice given to you. Indeed, actively seek out advice
from as many colleagues as possible. Not all suggestions will work for you but this year is an
ideal opportunity to try things out while you have the ‘safety net’ of supportive tutors,
mentors and fellow trainees.
13
A CREEP’S GUIDE TO SCHOOL EXPERIENCE
Roger Merry, an experienced mentor, gives some sound advice on how to get stuck in
without treading on people’s toes – and how to make that first, crucial impression that you
are a professional teacher:
ARRIVE EARLY, LEAVE LATE
Teachers should certainly aim to arrive at least 20 minutes before school officially starts and
are not expected to beat the children in the rush out of school at the end of the day! If
you go by bus and the times are awkward, make sure your mentor, professional tutor and
colleagues know why you arrive in the nick of time, or cannot always stay late.
One mature student with a young family didn’t like
to tell her mentor that if she missed the four
o’clock bus, the next one wasn’t until six o’clock,
so on some evenings her quick exit from school did
not make a good impression. After a couple of
weeks the problem came to light and they were
able to plan around this accordingly and much
better relationships developed.
Some teachers prefer to get to school at the
crack of dawn and get their preparation done
then, while others prefer to do it all after school. A
few do both (and a few claim they do neither!).
Check with your mentors what their preferences are. Hopefully you will have timetabled
time for discussion with your mentor but it is inevitable that you will need to consult your
mentor for advice in addition to this. Be aware, though, that mentors are often busy
attending meetings after school and in the lunch break so will not always be available at a
time to suit you.
The times you arrive and leave school will be noticed and will be taken as an indicator of
your level of commitment.
LOOK PROFESSIONAL
First impressions are crucial. Apart from looking enthusiastic and confident, bright-eyed and
intelligent, do also think about your clothes! This is obviously a delicate issue, and you may
justifiably feel that nobody has the right to tell you what to wear, but is in your own interests
to be in line with the rest of the teachers in the school.
You will be able to discuss this with your mentor and professional tutor before the first visit,
but if in any doubt, play safe and dress conservatively on the first day. You can then judge
what other staff are wearing and respond accordingly.
14
It is undeniable that you could be a brilliant teacher whatever clothes you wear, but do
remember that your appearance will affect the children’s perceptions of you, just as their
appearance will give you a strong impression about them. Similarly, the other teachers
may resent it if your appearance is much more casual than the norm and may feel (rightly
or wrongly) that it implies a lack of professionalism. On the other hand, of course, there is
no need to invest in smart, expensive high-fashion clothes that are both impractical and
uncomfortable to work in!
GET INVOLVED
This is probably the most important piece of advice, and is what mentors and tutors want
to see. Of course, at first you will be sitting observing, and you can learn a lot from seeing a
good teacher in action. However take every opportunity to get involved e.g. when the
children are working in groups, move around and help the teacher whenever you can.
Apart from showing that you are confident and eager, this will also make you appear
much more like a ‘real’ teacher in the eyes of the children - a vital point for when you
actually start to teach them.
At first you may feel a little anxious and unsure but the sooner you roll up your sleeves and
get stuck in the better you will feel. Don’t worry about not knowing the answers to all the
children’s questions - you’ve got the ‘real’ teacher there to pass them on to! Seriously
though, if the children are coming up with questions that stump you, this is a great sign that
they are really involved and interested in the lesson rather than just sitting passively waiting
for the bell to go.
Beware, though, not to over-do it. Be very careful not to undermine the authority of the
teacher by taking over the lesson yourself. All our mentors are used to having student
teachers in their lessons but some other colleagues may feel less secure (and even
threatened) having another adult observe
them, and indeed question what they are
doing. When you are observing a lesson,
do try to look interested and impressed by
what you see, and be sensitive in the
comments you make and any questions
you have.
Involvement in school life outside the
classroom is important too. Find out about
clubs,
charity
events,
theatrical
productions, etc and offer to help out.
Musical and sporting skills are always
welcome but an extra pair of hands is
often all that is required rather than
technical expertise.
15
BE FLEXIBLE
You will almost certainly experience situations where your careful plans are shattered by
last minute changes. Be prepared for your class to arrive ten minutes late after assembly,
for individual children to leave early for music lessons, for equipment booked in advance
not to be there, and for whole scale changes to the timetable to occur to accommodate
the visit of an important dignitary! Your carefully prepared lesson plan needs to be seen as
a framework for the lesson, which you can adapt in the light of circumstances, rather than
something to be followed religiously whatever the circumstances.
SEEK ADVICE
Advice is very useful, but it can be difficult to take. Equally it may be hard for teachers to
offer criticism because they don’t want to demoralize you! You may need to help your
mentor to give you criticism. If you ask “How am I doing?” you may get the equally bland
answer “Fine” in return.
Instead, offer your mentor a way in by asking a more specific question that shows that you
can be self-critical e.g. “Do you think I let the noise level get a bit high during the practical
session?” or “How could I have managed to get the class to engage with this idea more
actively?”
You may well find that your mentor is actually less harsh than you are with yourself. Some
mentors have got exasperated with students who constantly criticise themselves and seem
to refuse to enjoy their successes. Do be careful not to focus on all the negatives. As a
teacher you need to believe in yourself. Of course you could always do better but
remember, you’re on teaching practice, not teaching perfection. Resist the temptation to
compare yourself with the other teachers in the department who have a wealth of
experience behind them.
Similarly be very careful about criticising experienced teachers. Remember that they know
the children well and there may be good reasons for what you may consider to be their
inappropriate teaching techniques, petty rules or strange habits! You are there to learn
from them, not pass judgement on them.
PAY FOR YOUR COFFEE!
Check out if you need to bring in your own mug and be very wary of using anyone else’s. It
can be tempting to use your break to set up equipment in the lab ready for the next lesson
but it is important to mix and talk with other members of staff as well. Most teachers are
very sociable and have interesting things to say on a range of issues, so do take the
opportunity to join in. You should aim to fit in to the staffroom but if there is a large group of
you training there, be careful not to take it over.
Staffroom politics can sometimes get a bit nasty and it is probably best not to get involved
in them – a non-committal, vaguely sympathetic grunt is probably your safest contribution
to a discussion about the peculiar whims of the new Head or the incompetence of the
Deputy in charge of the timetable. In one staffroom, a trainee was loudly describing what
an awful time her friend was having in a dreadful neighbouring school. Only later did she
16
discover that one of the teachers listening was the wife of the Professional Tutor in that
school…
AND DON’T FORGET…
At the end of your time in the school it is nice to bring in some biscuits or chocolates as a
small token of thanks for the help and support you have been given. In following the
suggestions outlined above, you are not really being a creep! You are showing that you
have made the effort to fit in and become a part of the school. In doing so you will find
that you will have had a really enjoyable experience which more than compensates for
the memory of those disastrous lessons you had with Class 9b3 last period on Friday
afternoons!
SOME INTERESTING THOUGHTS ON TEACHING & LEARNING
“One does not teach a subject, one teaches a student how to learn it. Teaching may look
like administering a dose, but even a dose must be worked on by the body if it is to cure.
Each individual must cure his or her own ignorance.”
Jacques Barzun (1991) Begin Here - The Forgotten Conditions of Teaching and
Learning, University of Chicago Press.
“You learn more quickly under the guidance of experienced teachers. You waste a lot of
time going down blind alleys if you have no one to lead you.”
W. Somerset Maugham (1943) The Razor’s Edge.
17
READING LIST
GOOD, PRACTICAL GUIDES TO SCIENCE TEACHING TODAY
Archer, S. (2006) 100 Ideas for Teaching Science, London: Continuum.
Liversidge et al (2009) Teaching Science (Developing as a Reflective Practitioner) Sage
publications
Marvin, C. & Stokoe, C. (2003) Access to Science: Practical Activities for Pupils with
Learning Difficulties, London: David Fulton.
Parkinson, J. (2002) Reflective Teaching of Science 11-18, London: Continuum.
Wood-Robinson, V. (Ed.) (2006) ASE Guide to Secondary Science Education, Hatfield: ASE.
Wellington, J. & Ireson, G. (2012) Science Learning, Science Teaching, London, Routledge
BOOKS WITH INTERESTI NG DISCUSSIONS OF KEY IDEAS AND ISSUES
Amos, S. & Boohan, R. (Eds.) (2002) Teaching Science in Secondary Schools: A Reader,
London: RoutledgeFalmer.
Newton, L. (Ed.) (2005) Meeting the Standards in Secondary Science, London: Routledge.
Sears, J & Sorenson, P. (2000) Issues in Science Teaching, London: RoutledgeFalmer.
Ross, K., Lakin, L. & McKechnie, J. (2010) Teaching Secondary Science (Third Edition),
London: David Fulton.
REVIEWS OF RESEARCH IN SCIENCE TEACHING AND LEARNING
Bennett, J. (2003) Teaching and Learning Science: A Guide to Recent Research and its
Applications, London: Continuum.
Harlen, W. (1999) Effective Teaching of Science: A review of research, Edinburgh: SCRE.
Millar, R., Leach, J. & Osborne, J. (Eds.) (2000) Improving Science Education. The
Contribution of Research, Buckingham: Open University Press.
Monk, M. & Osborne, J. (Eds.) (2000) Good Practice in Science Teaching: What Research
Has To Say, Buckingham: Open University Press.
18
HELP WITH SCIENCE SUBJECT KNOWLEDGE
McDuell, B. (Ed.) (2000) Teaching Secondary Chemistry, London: John Murray/ASE.
Reiss, M. (Ed.) (1999) Teaching Secondary Biology, London: John Murray/ASE.
Sang, D. (Ed.) (2000) Teaching Secondary Physics, London: John Murray/ASE.
Jerram, A. (1999) Teaching Physics to Key Stage 4, London: Hodder & Stoughton.
Wilson, E. (1999) Teaching Chemistry to Key Stage 4, London: Hodder & Stoughton.
Winterbottom, M. (1999) Teaching Biology to Key Stage 4, London: Hodder & Stoughton.
Using ICT in Science Teaching
Barton, R. (Ed.) Teaching Secondary Science with ICT, Maidenhead: Open University Press.
Newton, L. & Rogers, L. (2001) Teaching Science with ICT, London: Continuum.
Sang, D. & Frost, R. (Eds) (2005) Teaching Secondary Science using ICT, London: Hodder
Murray.
NATURE OF SCIENCE - IMPLICATIONS FOR SCI ENCE EDUCATION
Chalmers, A. (1982) What is this Thing Called Science? Buckingham: Open University Press.
Levinson, R. & Thomas, J. (Eds.) (1997) Science Today: Problem or Crisis? London:
Routledge.
Ratcliffe, M. & Grace, M. (2003) Science Education for Citizenship; Teaching SocioScientific Issues, Maidenhead: Open University Press.
Wolpert, L. (1992) The Unnatural Nature of Science, London: Faber & Faber.
OFSTED Official Report (Jan 2011) Successful science - An evaluation of science education
in England 2007 ̶ 2010 Reference no: 100034.
19
PERIODICALS
The main professional associations concerned with the sciences all publish lively science
education periodicals for teachers giving up-to-date information about developments in
science teaching, book reviews, details of conferences etc. The following are all held on
paper in the Robinson Library, and most are available on the internet through the e-journal
facility.
PUBLICATIONS AND PROFESSIONAL ASSOCIATIONS:
School Science Review
Association for Science (ASE)
Education in Science
Association for Science (ASE)
Education in Chemistry
Royal Society of Chemistry (RSC)
Journal of Biological Education
Society of Biology (SB)
Physics Education
Institute of Physics (IOP)
Big Picture
Wellcome Trust
20
AND FINALLY…
Congratulations on having read and enjoyed this Handbook through to the bitter end. If
you have a better scientific joke than either of the above, please e-mail it to me and you
may be the winner of a fabulous prize!
21