Olejar Books

The central theme of the book concerns how to develop effective teaching for meaningful learning in science. In attending to this question we seek to identify how teachers interpret difficult ideas in science and, in particular, what supports their own learning in coming to a professional understanding of how to teach science concepts to young children. We investigate how such professional insight emerges in the process of teachers identifying those elements that support their understanding during their own learning. In this paradigm, professional awareness derives from the practitioner interrogating their own learning and identifying implications for their teaching of science. The book draws on a significant body of critically analysed empirical evidence collated and documented over a five year period involving large numbers of trainee and practising teachers.