Contents 1. Nature of science and scientific enquiry 2. Constructivist views of teaching and learning 3. Conceptual change models of teaching and learning 4. Teaching strategies for science classrooms 5. Planning in an outcomes-focused way 6. Investigating in science 7. Accessing science curriculum resources 8. Assessment in science 9. Integration of science with other learning areas 10. Teaching and learning science with analogies 11. Equity and the inclusive science curriculum 12. Bringing controversial issues into science teaching
Grady Venville is Associate Professor in Science and Technology Education at Edith Cowan University in Perth. A former Research Associate on large projects at Curtin and King's College, London, she has published extensively both in Australia and internationally, including co-authoring the highly-regarded Let's think! A cognitive acceleration programme for 5 and 6 year-old children. She has recent experience as a full-time high school science teacher. Dr Vaille Dawson lectures in Secondary Science Education at Edith Cowan University. Widely published, she has been editor of SCIOS (the journal for the Science Teachers Association of Western Australia), chair of the science focus group for the Quality Teaching Program web site in Western Australia and a member of the Teacher Reference Group for the development of Biotechnology Online, an interactive website helping students address issues associated with biotechnology. She has taught science in schools for over 10 years.
...an excellent selection of Australian science educators are represented by the book.Debra Panizzon, School Of Education, University of New England