The Pupil as Scientist intends to give teachers and student
teachers a better understanding of the thinking of young adolescent
pupils in science lessons and to indicate the difficulties such
pupils have in understanding the more abstract or formal ideas with
which they are presented. It is practical in its orientation as the
issues discussed are illustrated with examples drawn from dialogue
and observations made in science classes. One of Rosalind Driver's
main themes is that science teachers must recognise more fully and
act upon the preconceptions and alternative frameworks which pupils
bring to their study of science. Despite is practical orientation,
the book addresses some fundamental questions arguing for a
reappraisal of science teaching in secondary schools in the light
of developments in cognitive psychology and philosophy of science.
This is an accessible, authoritative and very helpful book for all
concerned with the teaching of science in the secondary years.
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