In the science classroom, some ideas are as difficult for young students to grasp as they are for teachers to explain. This refreshing book provides a unique perspective on the pedagogy of physical science derived from researching teachers' learning.

This book examines how to develop effective teaching for meaningful learning in science. It identifies how teachers interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. The book investigates how such professional insight emerges in the process of teachers identifying those elements that support their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analyzed empirical evidence collated and documented over a five year period involving large numbers of trainee and practicing teachers.

Provides a unique perspective on the pedagogy of physical science derived from researching teachers' learning Identifies the nature of explanation and learning in science and supports with research evidence from teachers' learning in what are considered traditionally difficult and abstract conceptual areas Critically informs assumptions about teacher science subject knowledge the nature of learning in science and the presentation of science knowledge in the curriculum

Inhalt
One: Introduction. Two: Conceptual Change And Learning About Forces. 1. The Challenge Of Learning About Forces And Motion. 2. Conceptual Change: A Brief Historical Perspective. 3. Conceptual Change In Action: Primary Teachers Learning About Forces. 4. Some Conclusions And Implications. Three: The Role Of Analogies In Learning. 1. Learning About Simple Circuits. 2. Applying Analogies To Simple Circuits. 3. Implications For Pedagogy. 4. Explanation And Meaning. 6. Practical Implications For Pedagogy: Teaching. 7. Teacher Subject And Pedagogic Knowledge. Four: Cognitive Conflict And The Formation Of Shadows. 1. Promoting Conceptual Change Through Cognitive Conflict. 2. The Challenge Presented By The Conceptual Domain Of Light. 3. Exploring The Impact Of Cognitive Conflict In Learning About Shadows. 4. Resolving The Conflict . 5. The Emergence Of Pedagogical Insight. 6. Discussion. 7. Some Concluding Remarks. Five: Language Interpretation And Meaning . 1. Conceptualising How Language Works . 2. Sign And Signification. 3. Signification In Science Learning. 4. Interpretation And Meaning. Six: Metacognition And Developing Understanding Of Simple Astronomical Events. 1. Metacognition And Learning. 2. The Conceptual Domain Of The Earth And Beyond. 3. Mapping Movement In Conceptual Understanding About Simple Astronomical Events. 4. Insights Identified Through Adopting A Metacognitive Approach To Learning. 5. Discussion. Seven: The Subject Matter Learning Audit And The Generation Of Pedagogical Content Knowledge. 1. Teacher Knowledge. 2. The Subject Matter Learning Audit (SMLA) . 3. A SMLA Case Study (Stage 1): Learning About Forces. 4. A SMLA Case Study (Stage 2): The Individual National Curriculum SMLA. 5. A SMLA Case Study (Stage 3): Scheme Of Work SMLA. 6. Discussion And Implications For Teacher Education.