Practical Work in Secondary Science : A Minds-On Approach
By: Abrahams, Ian.
Material type:
BookPublisher: London Continuum 2011Description: vi;146p. 9x6 pb.ISBN: 9781847065049.Subject(s): Science-Study and teaching (Secondary)-Great Britain | Inquiry-based learning-Great Britain | Educational technology-Study and teaching (Secondary)-Great BritainDDC classification: 507.12 Summary: Practical work is an essential feature of secondary science education. However, questions have been raised by some science educators about its effectiveness as a teaching and learning strategy. Whilst such an approach is generally effective in getting pupils to do things with objects and materials, it is seen as relatively ineffective in developing their conceptual understanding of the associated scientific ideas and concepts. Ian Abrahams argues that this is because it is practiced as a ‘hands-on', rather than ‘minds-on' activity.
Abrahams draws together theory and practice on effective teaching and learning in practical work in science - covering biology, chemistry and physics. He provides clear guidance to ensure that students are encouraged and supported to be ‘minds-on' as well as a 'hands-on' so that they can make the most of this learning experience.
| Item type | Current location | Collection | Call number | Status | Date due | Barcode | Item holds |
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Book
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Mathematics | Book | 507.12/Abr (Browse shelf) | Available | 24055 |
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| 370.72 Mee/Ecc Handbook of Research on Schools, Schooling and Human Development | 372.7/Woo/Nel Beyond Classical Pedagogy : | 5.12.5/ Shi Linear Algebra | 507.12/Abr Practical Work in Secondary Science | 509.540904 And Nucleus And Nation : | 510.07/Bri Mathematics Programs | 510.4/Kum Vedic Mathematics |
Practical work is an essential feature of secondary science education. However, questions have been raised by some science educators about its effectiveness as a teaching and learning strategy. Whilst such an approach is generally effective in getting pupils to do things with objects and materials, it is seen as relatively ineffective in developing their conceptual understanding of the associated scientific ideas and concepts. Ian Abrahams argues that this is because it is practiced as a ‘hands-on', rather than ‘minds-on' activity.
Abrahams draws together theory and practice on effective teaching and learning in practical work in science - covering biology, chemistry and physics. He provides clear guidance to ensure that students are encouraged and supported to be ‘minds-on' as well as a 'hands-on' so that they can make the most of this learning experience.
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