Oxford English for Academic Purposes offers a specialist course covering listening, speaking and reading in key areas of academic life such as lectures, presentations and textbooks. The course is consistent with levels A2 to C1 of the Common European Frame of Reference for the teaching of foreign languages. Great downloadable resources to support you when using Oxford English for Academic Purposes can be found at https://elt.oup.com/student/oxfordeap/
Produced in partnership with OCR, University of York Science Education Group and Nuffield Foundation, these second editions of the Twenty First Century Science resources provide the best support for the new specifications and make the transition as smooth as possible. The Student Book helps you create engaging science lessons.
Produced in partnership with OCR, University of York Science Education Group and Nuffield Foundation, these second editions of the Twenty First Century Science resources provide the best support for the new specifications and make the transition as smooth as possible. The Higher Student Book helps you create lively and relevant science lessons.
This second volume of papers from the ATC21STM project deals with the development of an assessment and teaching system of 21st century skills. Readers are guided through a detailed description of the methods used in this process. The first volume was published by Springer in 2012 (Griffin, P., McGaw, B. & Care, E., Eds., Assessment and Teaching of 21st Century Skills, Dordrecht: Springer). The major elements of this new volume are the identification and description of two 21st century skills that are amenable to teaching and learning: collaborative problem solving, and learning in digital networks. Features of the skills that need to be mirrored in their assessment are identified so that they can be reflected in assessment tasks. The tasks are formulated so that reporting of student performance can guide implementation in the classroom for use in teaching and learning. How simple tasks can act as platforms for development of 21st century skills is demonstrated, with the concurrent technical infrastructure required for its support. How countries with different languages and cultures participated and contributed to the development process is described. The psychometric qualities of the online tasks developed are reported, in the context of the robustness of the automated scoring processes. Finally, technical and educational issues to be resolved in global projects of this nature are outlined.
Teaching Chemistry can be used in courses focusing on training for secondary school teachers in chemistry. The author, who has been actively involved in the development of a new chemistry curriculum in The Netherlands and is currently chair of the Committee on Chemistry Education of the International Union of Pure and Applied Chemistry, offers an overview of the existing learning models and gives practical recommendations how to implement innovating strategies and methods of teaching chemistry at different levels. It starts at the beginner level, with students that have had no experience in secondary schools as a teacher. After a solid background in the theory of learning practical guidance is provided helping teachers develop skills and practices focused on the learning process within their classrooms. In the fi nal chapter information is given about the way teachers can professionalize further in their teaching career. Addresses innovative teaching methods and strategies. Includes a section of practical examples and exercises in the end of each chapter. Written by one of the top experts in chemistry education. Jan Apotheker taught chemistry for 25 years at the Praedinius Gymnasium, Groningen. In 1998 he became a lecturer in chemistry education at the University of Groningen, retired in 2016. He is currently chair of the Committee on Chemistry Education of the IUPAC.
Exam Board: AQA Level: GCSE Subject: Science First Teaching: September 2016 First Exam: June 2018 AQA approved. Build your students' scientific thinking, analysis and evaluation with this textbook that leads them seamlessly from basic concepts to more complicated theories, with topical examples, practical activities and mathematical support throughout. Developed specifically for the 2016 AQA GCSE Combined Science Trilogy specification. -Builds experimental, analytical and evaluation skills with activities that introduce the 16 required practicals, along with extra Working Scientifically tasks for broader learning -Provides plenty of opportunity for students to apply their knowledge and understanding with Test Yourself questions, Show You Can challenges, Chapter review questions and synoptic practice questions -Supports Foundation and Higher tier students in one book, with Higher tier-only content clearly marked. Book 2 covers the topics in Biology Paper 2, Chemistry Paper 2 and Physics Paper 2 FREE GCSE SCIENCE TEACHER GUIDES These will be provided for free via our website. Biology will be available in October Chemistry will be available in January Physics will be available in March To request your free copies please email [email protected]
Produced in partnership with OCR, University of York Science Education Group and Nuffield Foundation, these second editions of the Twenty First Century Science resources provide the best support for the new specification.
Produced in partnership with OCR, University of York Science Education Group and Nuffield Foundation, these second editions of the Twenty First Century Science resources provide the best support for the new specifications and make the transition as smooth as possible. The Student Book helps you create lively and relevant science lessons.
Chemistry seeks to provide qualitative and quantitative explanations for the observed behaviour of elements and their compounds. Doing so involves making use of three types of representation: the macro (the empirical properties of substances); the sub-micro (the natures of the entities giving rise to those properties); and the symbolic (the number of entities involved in any changes that take place). Although understanding this triplet relationship is a key aspect of chemical education, there is considerable evidence that students find great difficulty in achieving mastery of the ideas involved. In bringing together the work of leading chemistry educators who are researching the triplet relationship at the secondary and university levels, the book discusses the learning involved, the problems that students encounter, and successful approaches to teaching. Based on the reported research, the editors argue for a coherent model for understanding the triplet relationship in chemical education.
This volume provides a summary of the findings that educational research has to offer on good practice in school science teaching. It offers an overview of scholarship and research in the field, and introduces the ideas and evidence that guide it.
