Better Science 4: Approaches to Teaching and Learning
Approaches to Teaching and Learning was the fourth in a series of 12 booklets published by Heinemann and the Association for Science Education to explore the issues arising from moving towards a broad and balanced science education for all young people. The main purpose of this booklet was to explore questions such as:
• Why use an extended range of approaches?
• How will students benefit from learning through a greater variety of approaches?
• What are the purposes of education and what is the contribution of science education to the whole school curriculum?
• What are the different approaches to teaching and learning which have been tried and tested by teachers?
• How may an approach best be selected to provide for the required learning opportunities?
• How can students' progress in learning be monitored?
• How can teachers' effectiveness in providing enhanced learning opportunities/outcomes be evaluated?
SECTION ONE Context and rationale
• Why use a wide range of learning approaches?
• What does science contribute to the general education of young people?
• How can the purposes of school science be translated into an effective model for classroom teaching?
SECTION TWO Selecting an approach
• How can approaches be selected to implement the interactive curriculum model?
• How can learning approaches best be selected in order to meet specific aims and purposes?
• Which learning outcomes?
• Using the instrument: an example
SECTION THREE The 'ideas bank' of exemplars
• What is meant by 'approaches'?
• Which approach do we refer to?
• The layout of the exemplars
• The exemplars
SECTION FOUR Monitoring students' progress and teachers' effectiveness
• What are the benefits to students?
• Initiating problem solving
• What can be learned from their comments?
• What are the experiences of other teachers using new approaches?
• What methods could be used to collect the evaluation evidence?
• The teacher as ‘action researcher'
SECTION FIVE Ways and means
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