The teaching and learning of science in secondary education
Author
Simon Auerbach, Jill Ronnie
Publication date
2019ISSN
2604-5893
Abstract
This Q&A article discusses the didactics of teaching contemporary secondary-school science from the vantage point of a CLIL teacher, providing brief examples of relevant classroom and assessment tasks, teaching and learning strategies, scientific genres and recommended readings. Advocated inquiry-oriented approaches include “Less is more”, social constructivism, and conceptual change, with special importance given to the promotion of classroom discourse through collaborative and cooperative group work.
Document Type
Article
Document version
Published version
Language
English
Subject (CDU)
37 - Education
Keywords
Ensenyament i aprenentatge
Educació de les ciències
Enfocament orientat a la investigació
CLIL
Diàleg a l'aula
Enseñanza y aprendizaje
Educación científica
Enfoque orientado a la investigación
CLIL
Diálogo en el aula
Teaching-and-learning
Science education
Inquiry-oriented approach
CLIL
Classroom dialogue
Pages
5
Publisher
Universitat Autònoma de Barcelona
Collection
2; 2
Is part of
CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education
Citation
Simon Auerbach, Jill Ronnie. The teaching and learning of science in secondary education. CLIL Journal of Innovation and Research in Plurilingual and Pluricultural Education, 2019, 2(2), p. 67-71. Disponible en: <https://revistes.uab.cat/clil/article/view/v2-n2-simon>. Fecha de acceso: 12 sep. 2024. DOI: 10.5565/rev/clil.17
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Rights
This work is licensed under a Creative Commons Attribution 4.0 International License.
Except where otherwise noted, this item's license is described as https://creativecommons.org/licenses/by/4.0/