ABSTRACT

This chapter focuses upon task design in relation to explaining concepts in science; the importance of which is highlighted in the quotation from Ogborn et al. The chapter begins by looking at an important body of literature in science education on pedagogical content knowledge (PCK) to look in detail at the knowledge teachers have to design appropriate tasks to facilitate pupil learning of important concepts in science. It then looks in detail at one initial teacher education programme, the Oxford Internship scheme, and unpicks how the university and school context, through the process of practical theorising, is designed to help student teachers to develop their knowledge and understanding about how to explain science to learners. In common with many other Initial Teacher Education (ITE) programmes around the world, the one year Post Graduate Certificate of Education (PGCE) course, the major route into secondary school teaching in the United Kingdom, is provided by universities in partnership with schools.