Book Cover -- Half-Title -- Title -- Copyright -- Contents -- Foreword -- Introduction -- Chapter 1 The laboratory comes of age -- EARLY SCIENCE TEACHING -- ARMSTRONG AND THE DAWN OF DISCOVERY -- THE NATURALIST MOVEMENT IN EDUCATION -- THE PHILOSOPHY OF COMMON SENSE -- TRAINING THE FACULTIES -- CHANGING TIMES -- AFTER THE WAR -- THE NEW MOVEMENTS IN BRITAIN AND THE UNITED STATES -- TIME FOR REVIEW -- NOTES -- Chapter 2 Why the science curriculum changes Evolution or social control? -- THE FORMS OF KNOWLEDGE -- SOCIALLY CONSTRUCTED KNOWLEDGE -- SOCIAL CONTROL -- THE SCIENCE OF COMMON THINGS -- THE EMERGENCE OF PURE SCIENCE -- THE CURRENT SITUATION -- NOTES -- Chapter 3 The fallacy of induction in science teaching -- NOTES -- Chapter 4 Teaching about electric circuits A constructivist approach -- DIFFICULTIES WITH ELECTRICITY -- A CONSTRUCTIVIST APPROACH -- Eliciting -- Planning -- Classroom activities -- Evaluation -- MANAGING THE LEARNING PROCESS -- NOTES -- Chapter 5 Pause for thought -- NOTES -- Chapter 6 Well, Mary, what are they saying here? -- PRACTICAL WORK REVISITED -- 'WORD WORK' FOR THE EXTRACTION OF IDEAS -- SCIENCE LESSONS AS APPRECIATION OF IDEAS -- STATEMENT 1 -- STATEMENT 2 -- TYPES OF INTERPRETIVE ACTIVITY -- KINDS OF RESOURCE MATERIAL -- MAINTAINING THE LEARNER'S FREEDOM -- SUPPORT FOR THE INTERPRETIVE WRITER -- SOCIAL AND EMOTIONAL CLIMATE -- NOTES -- Chapter 7 Group discussions in the classroom -- DISCUSSION FOR PRACTICAL WORK -- DISCUSSION FOR THE INTERPRETATION OF RESULTS -- Pupil discussion in groups -- DISCUSSION FOR UNDERSTANDING SCIENCE-BASED SOCIAL ISSUES -- Discussion within gaming and simulation -- Discussing controversial issues in small groups -- VALUES, KNOWLEDGE AND UNDERSTANDING -- CONCLUSION -- NOTES -- General -- Chapter 8 Chemical compositions -- Chapter 9 A variety of methods -- LEARNING BY DISCUSSION -- NOTE.

Chapter 10 Developing pupils' skills -- INTRODUCTION -- WHAT ARE INTELLECTUAL SKILLS? -- Discrimination -- Classing -- Rules -- WHAT ARE COGNITIVE SKILLS? -- WHAT CAN WE DO TO HELP PUPILS TO DEVELOP COGNITIVE SKILLS? -- Classroom strategies for developing cognitive skills -- WHAT ARE MOTOR SKILLS? -- HOW CAN MOTOR SKILLS BE DEVELOPED? -- DEVELOPING STUDY SKILLS -- Making summaries -- Organising work -- Taking notes -- Understanding and memorising new concepts -- Researching information -- NOTES -- Chapter 11 Something to mop up with -- HOW TO RECOGNISE A GOOD DAY -- NOTES -- Chapter 12 Assessing and evaluating in science education -- INTRODUCTION: WHY ASSESS? -- AN OVERVIEW OF NATIONAL ASSESSMENT SYSTEMS -- 11-16 -- Assessment post-16 -- PRINCIPLES OF EFFECTIVE ASSESSMENT -- Starting from aims and objectives -- Using an assessment instrument which is appropriate for the purpose -- Managing effective assessment -- Sensible record keeping -- EVALUATION -- REFERENCES -- Chapter 13 Gender differences in pupils' reactions to practical work -- INTRODUCTION -- GENDER DIFFERENCES IN ACHIEVEMENT-THE INTERNATIONAL SCENE -- DIFFERENCES IN EXPERIENCE -- DIFFERENCES IN WAYS OF EXPERIENCING -- DIFFERENCES IN PROBLEM PERCEPTION -- PUPIL-FRIENDLY PRACTICAL WORK? -- SUMMARY -- REFERENCES -- Chapter 14 Teaching chemistry to pupils for whom English is a second language -- INTRODUCTION -- SUPPORTING THE PUPIL -- Asma -- Tho -- Yesim -- CONCLUSION -- SUPPORTING THE TEACHER -- The learning environment -- The department -- Chapter 15 Redefining and reorienting practical work in school science -- LEARNING ABOUT SCIENTIFIC PRACTICE -- WHITHER LABORATORY BENCH WORK? -- NOTES -- Chapter 16 What is 'scientific method' and can it be taught? -- INTRODUCTION -- Teaching 'processes' -- Summary of argument -- WHAT IS SCIENTIFIC METHOD? -- PROCESSES OF SCIENCE -- Observing.

Classifying -- Inferring -- Hypothesising -- INTERIM SUMMARY -- CLAIMING TO TEACH 'PROCESSES' -- WHY 'PROCESS'? -- A WAY FORWARD -- Towards attainable goals -- Science as craft -- REFERENCES -- Chapter 17 Practical work in science A task-based approach? -- THE KNOWLEDGE TRANSMISSION MODEL -- THE KNOWLEDGE REFINEMENT MODEL -- THE 'PROCESS' MODEL -- PROCEDURAL UNDERSTANDING IN SCIENCE-THE MISSING ELEMENT -- THE STRATIFICATION OF THE SCIENCE CURRICULUM -- A TASK-BASED APPROACH TO CURRICULUM DESIGN -- PROGRESSION WITHIN A TASK-BASED CURRICULUM -- REFERENCES -- Chapter 18 The overselling of science education in the 1980s -- THE CLAIMS FOR COMPULSORY SCIENCE EDUCATION SCRUTINISED -- SCIENCE AND TECHNOLOGY: A SYSTEMS APPROACH? -- SCIENCE FOR CITIZENSHIP -- WHAT NO SCIENCE? -- CONCLUSIONS -- NOTES -- Acknowledgements -- Notes on sources -- Index.