Keith S. Taber is Professor of Science Education in the Faculty of Education at the University of Cambridge, UK.

I like this book ... The content gives the reader something to sink your teeth into. I feel quite reassured that if I am suddenly asked to deliver a Physics scheme of work to GCSE students, then using the knowledge-in-action approach, enacting knowledge in the complex and dynamic classroom will ensure that students are working towards positive outcomes.

• List of FiguresList of TablesPrefacePart I: Introduction1. Enquiring Into Science TeachingPart II: Perspectives on Science Teaching2. Critiquing the Science Curriculum: Perspectives on Why We Should Teach the Sciences3. Reflecting the Nature of Scientific Knowledge in Science Education 4. Teacher Subject Knowledge: A Key Focus for Continuing Professional Development 5. Identifying and Sequencing Learning Quanta6. The Nature of Students’ Scientific Knowledge: What Does Research Suggest? 7. Recognising Productive Lesson Activities 8. Seeking Evidence of Significant LearningPart III: Issues in Teaching Science Subjects9. A 21st-Century Notion of Scientific Knowledge10. The Value of Not Believing In Science11. A Challenge in Teaching Biology: Natural Selection12. A Challenge in Teaching Chemistry: Submicroscopic Particle Models13. A Challenge in Teaching Physics: Electrical Circuits in the Lower Secondary School14. Teaching Science as Enquiry and Supporting ‘Minds-On' Practical Work15. Challenging the Gifted Young Scientist (and Other Young Scientists)References Index

Keith S. Taber is Professor of Science Education in the Faculty of Education at the University of Cambridge, UK.

I like this book ... The content gives the reader something to sink your teeth into. I feel quite reassured that if I am suddenly asked to deliver a Physics scheme of work to GCSE students, then using the knowledge-in-action approach, enacting knowledge in the complex and dynamic classroom will ensure that students are working towards positive outcomes.

• List of FiguresList of TablesPrefacePart I: Introduction1. Enquiring Into Science TeachingPart II: Perspectives on Science Teaching2. Critiquing the Science Curriculum: Perspectives on Why We Should Teach the Sciences3. Reflecting the Nature of Scientific Knowledge in Science Education 4. Teacher Subject Knowledge: A Key Focus for Continuing Professional Development 5. Identifying and Sequencing Learning Quanta6. The Nature of Students’ Scientific Knowledge: What Does Research Suggest? 7. Recognising Productive Lesson Activities 8. Seeking Evidence of Significant LearningPart III: Issues in Teaching Science Subjects9. A 21st-Century Notion of Scientific Knowledge10. The Value of Not Believing In Science11. A Challenge in Teaching Biology: Natural Selection12. A Challenge in Teaching Chemistry: Submicroscopic Particle Models13. A Challenge in Teaching Physics: Electrical Circuits in the Lower Secondary School14. Teaching Science as Enquiry and Supporting ‘Minds-On' Practical Work15. Challenging the Gifted Young Scientist (and Other Young Scientists)References Index

Keith S. Taber is Professor of Science Education in the Faculty of Education at the University of Cambridge, UK.

I like this book ... The content gives the reader something to sink your teeth into. I feel quite reassured that if I am suddenly asked to deliver a Physics scheme of work to GCSE students, then using the knowledge-in-action approach, enacting knowledge in the complex and dynamic classroom will ensure that students are working towards positive outcomes.

• List of FiguresList of TablesPrefacePart I: Introduction1. Enquiring Into Science TeachingPart II: Perspectives on Science Teaching2. Critiquing the Science Curriculum: Perspectives on Why We Should Teach the Sciences3. Reflecting the Nature of Scientific Knowledge in Science Education 4. Teacher Subject Knowledge: A Key Focus for Continuing Professional Development 5. Identifying and Sequencing Learning Quanta6. The Nature of Students’ Scientific Knowledge: What Does Research Suggest? 7. Recognising Productive Lesson Activities 8. Seeking Evidence of Significant LearningPart III: Issues in Teaching Science Subjects9. A 21st-Century Notion of Scientific Knowledge10. The Value of Not Believing In Science11. A Challenge in Teaching Biology: Natural Selection12. A Challenge in Teaching Chemistry: Submicroscopic Particle Models13. A Challenge in Teaching Physics: Electrical Circuits in the Lower Secondary School14. Teaching Science as Enquiry and Supporting ‘Minds-On' Practical Work15. Challenging the Gifted Young Scientist (and Other Young Scientists)References Index