With the advent of the National Curriculum, computer based modelling CBM is now a compulsory part of the school curriculum. Teachers are increasingly being encouraged to seek out opportunities for CBM in their own subject and across the curriculum. The new demands on the curriculum have left eachers and teacher trainers concerned as to their lack of experience in the area. This book sets out to provide a comprehensive guide to the area through an examination of a number of funded projects on CBM and their application to the school curriculum, setting them in the context of wider theoretical and practical concerns. It is acknowledged that computers bring about change in the classroom, both in teachers' professional development and innovative practices in teaching and learning. In highlighting how CBM can aid in the effective delivery of the curriculum, this book should be essential reading for teachers and researchers in the field.

Recent years have seen a huge emphasis placed upon science as a core element of the school curriculum. Teaching Science in Secondary Schools: A Reader, introduces and explores the issues entailed in the teaching and learning of this subject.
The first section of this reader provides an overview of the key issues, discussing the nature of science and its role in the school curriculum. The second section goes on to examine critically the ways in which science is reflected in the school curriculum, while the third section discusses recent curriculum initiatives and developments. Turning the focus from what is taught on to who is taught, section four shows that students are very much active learners in the classroom, making sense of their experiences and constructing their own meanings. The final section covers the role of research in science education, giving examples of research papers and considering how productive collaboration between teachers and researchers can impact upon the effectiveness of classroom practice.
This series of Teaching in the Secondary School Readers brings together collections of articles by highly experienced educators which introduce, explore and illuminate the issues surrounding the teaching of National Curriculum subjects. They are invaluable resources for those studying to become teachers, newly qualified teachers and more experienced practitioners, particularly those mentoring students and NQTs.

With the advent of the National Curriculum, computer based modelling (CBM) is now a compulsory part of the school curriculum. Teachers are increasingly being encouraged to seek out opportunities for CBM in their own subject and across the curriculum. The new demands on the curriculum have left eachers and teacher trainers concerned as to their lack of experience in the area. This book sets out to provide a comprehensive guide to the area through an examination of a number of funded projects on CBM and their application to the school curriculum, setting them in the context of wider theoretical and practical concerns. It is acknowledged that computers bring about change in the classroom, both in teachers' professional development and innovative practices in teaching and learning. In highlighting how CBM can aid in the effective delivery of the curriculum, this book should be essential reading for teachers and researchers in the field.

This book's structure reflects the different dimensions to learning science. The first section focuses on the importance of talk in the science classroom, while the second explores the key role of practical work. The third section is concerned with the creative, theoretical aspect of science. Section four follows this by considering the communication of ideas and how pupils learn to participate in the discourse of the scientific community. Section five emphasizes the place of science in the broader context, considering its moral and ethical dimensions and its place in a cultural context. Finally, section six explores the complexity of the task faced by science teachers, highlighting the knowledge and skills science teachers must acquire in order to create an environment in which students are motivated to learn science.

Recent years have seen a huge emphasis placed upon science as a core element of the school curriculum. Teaching Science in Secondary Schools: A Reader, introduces and explores the issues entailed in the teaching and learning of this subject.
The first section of this reader provides an overview of the key issues, discussing the nature of science and its role in the school curriculum. The second section goes on to examine critically the ways in which science is reflected in the school curriculum, while the third section discusses recent curriculum initiatives and developments. Turning the focus from what is taught on to who is taught, section four shows that students are very much active learners in the classroom, making sense of their experiences and constructing their own meanings. The final section covers the role of research in science education, giving examples of research papers and considering how productive collaboration between teachers and researchers can impact upon the effectiveness of classroom practice.
This series of Teaching in the Secondary School Readers brings together collections of articles by highly experienced educators which introduce, explore and illuminate the issues surrounding the teaching of National Curriculum subjects. They are invaluable resources for those studying to become teachers, newly qualified teachers and more experienced practitioners, particularly those mentoring students and NQTs.

Recent Years have seen a huge emphasis placed upon science as a core element of the school curriculum. Aspects of Teaching Secondary Science: Perspectives on Practice has been compiled to meet the needs of those teaching and training to teach the subject.
The book's structure reflects the different dimensions to learning science. The first section focuses on the importance of talk in the science classroom, while the second explores the key role of practical work. The third section is concerned with the creative, theoretical aspect of science, and section 4 follows this by considering the communication of ideas and how pupils learn to participate in the discourse of the scientific community. Section 5 emphasises the place of science in the broader context, considering its moral and ethical dimensions and its place in a cultural context. Finally, section 6 explores the complexity of the task faced by science teachers, highlighting the knowledge and skills science teachers must acquire in order to create an environment in which students are motivated to learn science.
The Perspectives on Practice series brings together collections of articles by highly experienced educators on the practical aspects of teaching national curriculum subjects. They are invaluable resources for those studying to become teachers, newly qualified teachers and more experienced practitioners, particularly those mentoring students and NQTs

eBook available with sample pages: 0203166744