The Pedagogy of Physical Science (Contemporary Trends and Issues in Science Education Book 38)

"In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves 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. To do so, they analyzed trainee and practising teachers' responses to engaging with difficult ideas when learning science in higher education settings." "The text demonstrates how professional insight emerges as teachers identify the elements that supported 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 analysed empirical evidence collated and documented over a five-year period involving large numbers of trainee and practising teachers. It concludes that it is essential to 'problematize' subject knowledge, both for learner and teacher." "The book's theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education." --Book Jacket. Front Matter....Pages i-xii Introduction....Pages 1-5 Conceptual Change and Learning About Forces....Pages 7-37 The Role of Analogies in Learning....Pages 39-64 Cognitive Conflict and the Formation of Shadows....Pages 65-91 Language Interpretation and Meaning....Pages 93-112 Metacognition and Developing Understanding of Simple Astronomical Events....Pages 113-137 The Subject Matter Learning Audit and the Generation of Pedagogical Content Knowledge....Pages 139-172 Back Matter....Pages 173-197