The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
What is the smallest bit? 4.2: Teaching about the concept of nothing 4.3: Playdough balls: Concre... more What is the smallest bit? 4.2: Teaching about the concept of nothing 4.3: Playdough balls: Concrete models of abstract ideas 4.4: Careful chemical reactions 4.5: Questions and answers 4.6: Seeing things differently 4.7: Probing students' views 4.8: Good vibrations CHAPTER FIVE Chemical reactions SECTION ONE 5.1a: Creating a unit of work in chemistry 5.1b: What is a chemical reaction 5.1c: Background to murder mystery unit 5.1d: Students love a murder mystery 5.1e: An annotated syllabus SECTION TWO 5.2: Understanding what substances are 5.3: What are the differences in the ways metals react? 5.4: Introducing reaction types: Less is more 5.5: The limitations of predictability of chemical reactions 5.6: Probing students' views: Insights into teacher change 5.7: The increase in mass through combustion CHAPTER SIX Circulatory system 6.1: What is it about blood? 6.2: Not just a thing, but a need for a function 6.3: Heart exploration 6.4: Questions we want answered 6.5: Roadways 6.6: Walking the heart 6.7: Mapping students' knowledge 6.8: Commenting on the core CHAPTER SEVEN Force SECTION ONE 7.1a: The big ideas 7.1b: Newton's third law: A key to understanding force vi 7.1c: Developing ideas of force and reaction forces 7.1d: Being specific about force 7.1e: Developing students' ideas about friction SECTION TWO 7.2: Familiar forces 7.3: Issues to be resolved with year 7.4: Features of force 7.5: Does gravity need air? 7.6: What students' think CHAPTER EIGHT Electric circuits 8.1: The jelly bean role play-some pros and cons 8.2: Language matters 8.3: It's like a … 8.4: Why one teacher avoids using v = ir 8.5: Strings and light globes 8.6: Helping students to discriminate CHAPTER NINE Genetics 9.1: A mental model for teaching genetics 9.2: Deep time 9.3: Terminology talk 9.4: Understanding how natural selection works 9.5: Understanding the role of chance in evolution 9.6: Introducing DNA with sweets and songs 9.7: Science is different when you have to teach it CHAPTER TEN Examining the use and value of CoRes and PaPeRs CHAPTER ELEVEN Science teaching and teacher education x
In the day-today workplace teachers direct their own learning, but little is known about what dri... more In the day-today workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional learning. In this study, we explored the professional concerns underlying teachers' learning goals in order to understand variation in professional learning over a teacher's career. In this qualitative study, we administered a semi-structured interview and a card sorting task to 15 secondary school teachers to elicit teachers' learning goals and current professional concerns. By conceptually combining teachers' learning goals with professional concerns in concern-goal pairs, we sought to understand the different reasons for teachers' learning. These concern-goal pairs were characterized in three different types of reasons: continuous, growth and improvement, and work-management. The results showed that early career teachers have mainly growth and improvement concerns, whereas mid-and late-career teachers have both continuous and growth and improvement concerns. Work-management concerns differ for early-and late-career teachers. Results are further discussed in terms of professional life phase models and teachers' developmental tasks throughout their career.
Teacher education has long been criticized for having little apparent impact on practice. Despite... more Teacher education has long been criticized for having little apparent impact on practice. Despite the fact that the teacher education literature is replete with examples of alternative or restructured programs designed to better align teacher education practices with the anticipated demands and expectations of school teaching, principles of practice seem strangely absent. Principles of practice for teacher education programs must be at the heart of any attempt to construct a meaningful and relevant program that might realistically respond to the expectations, needs, and practices of student teachers. In this chapter, the authors develop a set of foundational principles based on teacher education programs in Australia, Canada, and the Netherlands, in order to initiate a renaissance of teacher education based on fundamental principles to guide the development of responsive teacher education programs that genuinely make a difference.
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
The use of general descriptive names, registered names, trademarks, service marks, etc. in this p... more The use of general descriptive names, registered names, trademarks, service marks, etc. in this publication does not imply, even in the absence of a specific statement, that such names are exempt from the relevant protective laws and regulations and therefore free for general use. The publisher, the authors and the editors are safe to assume that the advice and information in this book are believed to be true and accurate at the date of publication. Neither the publisher nor the authors or the editors give a warranty, express or implied, with respect to the material contained herein or for any errors or omissions that may have been made. The publisher remains neutral with regard to jurisdictional claims in published maps and institutional affiliations.
What is the smallest bit? 4.2: Teaching about the concept of nothing 4.3: Playdough balls: Concre... more What is the smallest bit? 4.2: Teaching about the concept of nothing 4.3: Playdough balls: Concrete models of abstract ideas 4.4: Careful chemical reactions 4.5: Questions and answers 4.6: Seeing things differently 4.7: Probing students' views 4.8: Good vibrations CHAPTER FIVE Chemical reactions SECTION ONE 5.1a: Creating a unit of work in chemistry 5.1b: What is a chemical reaction 5.1c: Background to murder mystery unit 5.1d: Students love a murder mystery 5.1e: An annotated syllabus SECTION TWO 5.2: Understanding what substances are 5.3: What are the differences in the ways metals react? 5.4: Introducing reaction types: Less is more 5.5: The limitations of predictability of chemical reactions 5.6: Probing students' views: Insights into teacher change 5.7: The increase in mass through combustion CHAPTER SIX Circulatory system 6.1: What is it about blood? 6.2: Not just a thing, but a need for a function 6.3: Heart exploration 6.4: Questions we want answered 6.5: Roadways 6.6: Walking the heart 6.7: Mapping students' knowledge 6.8: Commenting on the core CHAPTER SEVEN Force SECTION ONE 7.1a: The big ideas 7.1b: Newton's third law: A key to understanding force vi 7.1c: Developing ideas of force and reaction forces 7.1d: Being specific about force 7.1e: Developing students' ideas about friction SECTION TWO 7.2: Familiar forces 7.3: Issues to be resolved with year 7.4: Features of force 7.5: Does gravity need air? 7.6: What students' think CHAPTER EIGHT Electric circuits 8.1: The jelly bean role play-some pros and cons 8.2: Language matters 8.3: It's like a … 8.4: Why one teacher avoids using v = ir 8.5: Strings and light globes 8.6: Helping students to discriminate CHAPTER NINE Genetics 9.1: A mental model for teaching genetics 9.2: Deep time 9.3: Terminology talk 9.4: Understanding how natural selection works 9.5: Understanding the role of chance in evolution 9.6: Introducing DNA with sweets and songs 9.7: Science is different when you have to teach it CHAPTER TEN Examining the use and value of CoRes and PaPeRs CHAPTER ELEVEN Science teaching and teacher education x
In the day-today workplace teachers direct their own learning, but little is known about what dri... more In the day-today workplace teachers direct their own learning, but little is known about what drives their decisions about what they would like to learn. These decisions are assumed to be influenced by teachers' current professional concerns. Also, teachers in different professional life phases have different reasons for engaging in professional learning. In this study, we explored the professional concerns underlying teachers' learning goals in order to understand variation in professional learning over a teacher's career. In this qualitative study, we administered a semi-structured interview and a card sorting task to 15 secondary school teachers to elicit teachers' learning goals and current professional concerns. By conceptually combining teachers' learning goals with professional concerns in concern-goal pairs, we sought to understand the different reasons for teachers' learning. These concern-goal pairs were characterized in three different types of reasons: continuous, growth and improvement, and work-management. The results showed that early career teachers have mainly growth and improvement concerns, whereas mid-and late-career teachers have both continuous and growth and improvement concerns. Work-management concerns differ for early-and late-career teachers. Results are further discussed in terms of professional life phase models and teachers' developmental tasks throughout their career.
Teacher education has long been criticized for having little apparent impact on practice. Despite... more Teacher education has long been criticized for having little apparent impact on practice. Despite the fact that the teacher education literature is replete with examples of alternative or restructured programs designed to better align teacher education practices with the anticipated demands and expectations of school teaching, principles of practice seem strangely absent. Principles of practice for teacher education programs must be at the heart of any attempt to construct a meaningful and relevant program that might realistically respond to the expectations, needs, and practices of student teachers. In this chapter, the authors develop a set of foundational principles based on teacher education programs in Australia, Canada, and the Netherlands, in order to initiate a renaissance of teacher education based on fundamental principles to guide the development of responsive teacher education programs that genuinely make a difference.
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
The accuracy of the Content should not be relied upon and should be independently verified with p... more The accuracy of the Content should not be relied upon and should be independently verified with primary sources of information. Taylor and Francis shall not be liable for any losses, actions, claims, proceedings, demands, costs, expenses, damages, and other liabilities whatsoever or howsoever caused arising directly or indirectly in connection with, in relation to or arising out of the use of the Content. This article may be used for research, teaching, and private study purposes. Any substantial or systematic reproduction, redistribution, reselling, loan, sub-licensing, systematic supply, or distribution in any form to anyone is expressly forbidden.
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