ABSTRACT
One of the premises of this book is that science teaching is an extremely demanding occupation. No other subject teacher has to cope with such a range of situations, with such a conceptually difficult subject and with a group of learners who bring all kinds of prior learning and preconceptions to it. Teaching science is a tall order. In this first chapter, we identify ten key aspects of science teaching and begin to outline some of the questions they raise and to offer some practical ways forward. Each area is developed later in the book. The ten key areas of science teaching are summarised: using language, questioning, explaining, practical work, using resources, presenting the nature of science, assessing learning, developing progression and continuity, planning and managing – and lastly, but most importantly, generating motivation and enthusiasm. A key chapter is Chapter 4, ‘Learning in science’, and other chapters will make reference to it. Should Chapter 4 then be read in parts when referenced? Should it be read as a stand-alone chapter? These are questions which, themselves, go to the heart of learning and only you, the reader, can answer such questions.
