Douglas P. Newton – författare

A Practical Guide to Teaching Science in the Secondary School is designed to support student teachers as they develop their teaching skills and increase their broader knowledge and understanding for teaching science. It offers straightforward advice and inspiration on key topics such as planning, assessment, practical work, the science classroom, and on to the broader aspects of teaching science.

This thoroughly updated second edition reflects on new expectations, requirements, and practices in science teaching, with chapters exploring key and contemporary topics such as:

Designed to be used independently or alongside the popular textbook Learning to Teach Science in the Secondary School, this book is packed with revised and updated case studies, examples of pupils'' work, and resources and activities in every chapter. It provides everything trainee and early career teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations.

A Practical Guide to Teaching Science in the Secondary School is designed to support student teachers as they develop their teaching skills and increase their broader knowledge and understanding for teaching science. It offers straightforward advice and inspiration on key topics such as planning, assessment, practical work, the science classroom, and on to the broader aspects of teaching science.

This thoroughly updated second edition reflects on new expectations, requirements, and practices in science teaching, with chapters exploring key and contemporary topics such as:

Designed to be used independently or alongside the popular textbook Learning to Teach Science in the Secondary School, this book is packed with revised and updated case studies, examples of pupils'' work, and resources and activities in every chapter. It provides everything trainee and early career teachers need to reflect on and develop their teaching practice, helping them to plan lessons across the subject in a variety of teaching situations.

Talking Sense in Science is a highly practical guide to getting the most out of primary science lessons through talking with children. This clearly written and straightforward book helps teachers to support understanding by developing their own interaction in the classroom. Each idea is described, illustrated and followed by a short task to develop teaching skills. This book looks at ways of understanding in science, and scientific language as well as how talk can support practical activities. Douglas Newton also addresses the ideas of what to say, when to say it and how to say it, with a view to developing understanding through science conversation. Examples given in the book span the range of primary school science topics, and provide an ideal sourcebook for lesson ideas. Talking Sense in Science is an essential buy for primary teachers who want an accessible way to improve their practice and their pupils'' understanding in science. It is also an ideal learning tool for student teachers.

Talking Sense in Science is a highly practical guide to getting the most out of primary science lessons through talking with children. This clearly written and straightforward book helps teachers to support understanding by developing their own interaction in the classroom. Each idea is described, illustrated and followed by a short task to develop teaching skills. This book looks at ways of understanding in science, and scientific language as well as how talk can support practical activities. Douglas Newton also addresses the ideas of what to say, when to say it and how to say it, with a view to developing understanding through science conversation. Examples given in the book span the range of primary school science topics, and provide an ideal sourcebook for lesson ideas. Talking Sense in Science is an essential buy for primary teachers who want an accessible way to improve their practice and their pupils'' understanding in science. It is also an ideal learning tool for student teachers.

Are emotions good or bad for thinking and learning?

Have you ever wondered why a good lesson of one year falls flat in another?

Why do students behave the way they do?

Teachers are expected to foster productive thought yet the neglect of emotion in the classroom, in favour of intellect, means teaching and learning is often not as effective as it might be. Thinking with Feeling explores what we mean by productive thought, its interrelationship with mood and emotions, how teachers can manage that interaction to improve teaching and learning, and what teacher trainers could do about it.

Synthesising the most important international research in the field, it offers a framework for productive, purposeful thought - deduction, understanding, creative thinking, wise thinking, and critical thinking - and explains how mood and emotion can support and also impede learning. It considers the effect of the interplay of emotion and intellect on classroom behaviour, on students’ public performance and performance in tests, and how emotional labour can affect the teacher.

Illustrated with examples from practice, this challenging, thoughtful study offers education professionals a basis for understanding the interaction of emotions and cognition and making it a successful partnership in order to improve teaching and learning.

Are emotions good or bad for thinking and learning?

Have you ever wondered why a good lesson of one year falls flat in another?

Why do students behave the way they do?

Teachers are expected to foster productive thought yet the neglect of emotion in the classroom, in favour of intellect, means teaching and learning is often not as effective as it might be. Thinking with Feeling explores what we mean by productive thought, its interrelationship with mood and emotions, how teachers can manage that interaction to improve teaching and learning, and what teacher trainers could do about it.

Synthesising the most important international research in the field, it offers a framework for productive, purposeful thought - deduction, understanding, creative thinking, wise thinking, and critical thinking - and explains how mood and emotion can support and also impede learning. It considers the effect of the interplay of emotion and intellect on classroom behaviour, on students’ public performance and performance in tests, and how emotional labour can affect the teacher.

Illustrated with examples from practice, this challenging, thoughtful study offers education professionals a basis for understanding the interaction of emotions and cognition and making it a successful partnership in order to improve teaching and learning.