This article focusses on three major areas pertinent to teaching and students learning of science in a productive classroom environment: A) The effective ways of students learning science; B) Students misconceptions in the sciences; and C) Field trips or practical aspects such as, outside-of-school laboratory programs or industrial visits. The misconceptions among students in the sciences are elaborated and sheds light on different ways of resolving misconceptions. The article also discusses relevant aspects that influence on the positive outcomes of a productive science classroom practices such as, effective curriculum, student-centred and inquiry-based learning, scaffolding techniques, work placement programs, pedagogical content knowledge, and students’ assessments and feedbacks.
|Number of pages||10|
|Journal||International Journal of Educational Studies|
|Publication status||Published - 2016|