Using representations in the science classroom

John Kenny, Connie Cirkony

Research output: Chapter in Book/Report/Conference proceedingChapter (Book)Otherpeer-review

Abstract

Teaching Secondary Science: Theory and Practice provides a dynamic approach to preparing preservice science teachers for practice. Divided into two parts - theory and practice - the text allows students to first become confident in the theory of teaching science before showing how this theory can be applied to practice through ideas for implementation, such as sample lesson plans. These examples span a variety of age levels and subject areas, allowing preservice teachers to adapt each exercise to suit their needs when they enter the classroom. Each chapter is supported by pedagogical features, including learning objectives, reflections, scenarios, key terms, questions, research topics and further readings. Written by leading science education researchers from universities across Australia, Teaching Secondary Science is a practical resource that will continue to inspire preservice teachers as they move from study into the classroom. This book includes a single-use twelve-month subscription to Cambridge Dynamic Science.
Original languageEnglish
Title of host publicationTeaching Secondary Science
Subtitle of host publicationTheory & Practice
EditorsGeoff Woolcott, Robert Whannell
Place of PublicationCambridge UK
PublisherCambridge University Press
Chapter2.7
Pages348-374
Number of pages27
Edition1st
ISBN (Print)9781316636114
Publication statusPublished - 2018
Externally publishedYes

Cite this

Kenny, J., & Cirkony, C. (2018). Using representations in the science classroom. In G. Woolcott, & R. Whannell (Eds.), Teaching Secondary Science: Theory & Practice (1st ed., pp. 348-374). Cambridge University Press.