Planning in secondary-school science

Book chapter


King, Donna and Mills, Reece. (2019). Planning in secondary-school science. In In Dawson, Vaille, Venville, Grady and Donovan, Jennifer (Ed.). The art of teaching science : A comprehensive guide to the teaching of secondary school science pp. 84-104 Routledge. https://doi.org/10.4324/9781003117896-8
AuthorsKing, Donna and Mills, Reece
EditorsDawson, Vaille, Venville, Grady and Donovan, Jennifer
Abstract

This chapter outlines methods of planning secondary-science units and lessons based on a constructivist framework. The planning document that science teachers use in their schools is the science curriculum or syllabus, which is the mandatory document devised by a government body associated with the relevant state or territory authority. The whole-school plan ensures all concepts are addressed and directs teachers to the topics and key ideas they will address when planning units of work. The problem may be localised to an area surrounding the school: Scientists are trying to sustain the long-term health and resilience of the Great Barrier Reef. A context-based approach is when the context or application of the science to a real-world situation is central to the teaching of the science. A unit of work is a series of science lessons that teaches the concepts in a topic outlined in the science curriculum.

Keywordssecondary education; science; constructivism; curriculum
Page range84-104
Year2019
Book titleThe art of teaching science : A comprehensive guide to the teaching of secondary school science
PublisherRoutledge
Place of publicationLondon, United Kingdom
New York, NY
EditionThird edition
ISBN9781760528362
9781003117896
Digital Object Identifier (DOI)https://doi.org/10.4324/9781003117896-8
Publisher's version
License
All rights reserved
File Access Level
Controlled
Output statusPublished
Publication dates
Online17 Jul 2020
Print2019
Publication process dates
Deposited06 Apr 2022
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