Learning in science

The main purpose of this book is to offer insight for practitioners who may be confused or somewhat overwhelmed by the array of 'learning theories' that are currently presented to teachers.

The intention is to utilise theory to explain and enlighten classroom practice so that learning can become more active, participatory and affective.

The intention is to provide pragmatic interpretations of theory so that pedagogy is more discerningly rationalised and consciously practised, rather than arising in an oft reactive manner.

The book addresses differences in perspectives between pupils - as participators in learning and teachers - as orchestrators and leaders of learning.

The differences, between learner and teacher, are then used to inform what educators need to do to ensure pupils, not only learn about science and learn through science but also actively engage with the subject matter to subsequently succeed in understanding it.

The aim is to augment science educators' understanding of learning processes and outcomes through clear discussion, exemplars and illustrative cases of classroom practice.