The Teaching and Learning of Science in Secondary Education

Jill Ronnie Simon Auerbach

Abstract

This Q&A article discusses the didactics of teaching contemporary secondary-school science from the vantage point of a CLIL teacher, providing brief examples of relevant classroom and assessment tasks, teaching and learning strategies, scientific genres and recommended readings. Advocated inquiry-oriented approaches include “Less is more”, social constructivism, and conceptual change, with special importance given to the promotion of classroom discourse through collaborative and cooperative group work.

Keywords

Teaching-and-learning; science education; inquiry-oriented approach; CLIL; classroom dialogue.

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References

Herr, Norman (2008). The sourcebook for teaching science: Strategies, activities, and instructional resources:. San Francisco: John Wiley & Sons.

Rutherford, F. J., & Ahlgren, A. (1990). Science for all Americans. New York: Oxford University Press.

Scott, P. (2008). Talking as a way to understanding in science classrooms. In P. Scott, N. Mercer, & S.

Hodgkinson (Edits.), Exploring talk in school. London: SAGE Publications.

Tobin, K. ed. (2006).Teaching and learning science: a handbook. Westport: Praeger Publishers.

Treagust, D. (2006). Conceptual change as a viable approach to understanding student learning in science. In K. Tobin (ed.) Teaching and learning science: a handbook (pp. 25-32). Westport: Praeger Publishers.

Herr, Norman (2008). The sourcebook for teaching science: Strategies, activities, and instructional resources:. San Francisco: John Wiley & Sons.

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