Effective Science Teaching

The reason why Science teaching has given me so many rewarding experiences over the years is because of the variety of teaching methods and resources available to inspire students to learn - in the same way that I did at school.

Effective Science teaching really does incorporate the 3 learning styles - kinesthetic, visual and auditory. Research shows that generally a third of classroom students will learn by doing things (kinestheic), a third by hearing (auditory) and a third through seeing things (visual).   The advantage of Science is that it is one of the few core subjects whereby a teacher can utilise all three learning styles and this variety ultimately creates an engaging learning environment for students.  My theory, based on almost a decade in the classroom, is that classroom management, interesting lesson variety and differentiation and gives the best result.  Take the "fire triangle" approach to each of these three:  If one component is removed, teaching becomes less effective - it is like a balance:

  effective teaching     =       management         +         variety       +          differentiation 

First and foremost, I like the 'hands on' practical component in Science - We all remember using the Bunsen burner, for example. Research indicates that learning styles tranform for a student during their experience at secondary school, so a kinesthetic learner at year 7 may become more of a visual learner by year 13. For every topic in Science, I like to incorporate at least one practical lesson - Even in theoretical lessons.  Although I am enthusiastic with the delivery of all practical work, some of my favourites:

Observations and Inferences (Year 7) - This practical is usually an introduction to secondary science. It involves heating ice in a beaker using a Bunsen burner in small groups.  The session needs to be effectively managed with clear instructions and time limits.  For me, there can be no better way of introducing kinesthetic learning to the students - the 'hands on' work.  I ask students to note their observations and their inferences. 

Electrostatics (Year 7) - I like to introduce students in Year 7 to this fun lesson - The Van Der Graaf generator.  Again, needs to be managed effectively as students get very excited with electrostatics!

Heat conduction (Year 8) - Involves student planning effective work before being allowed to start the practical. Group work and excellent management needed here....

Microbiology (Year 9) - I was lucky enough to be raised near Berkeley, Gloucestershire - the home of Dr Edward Jenner - the godfather of vaccinations/ immunology (smallpox).  Students use cotton buds to wipe desks, the floor, their skin and transfer the findings to an agar plate.  After 48 hours of warm incubation, we get to see the various cultures of bacteria, spores of fungi and other microbes - the students enjoy observing the results- it goes to show that we are constantly being exposed to these potentially lethal germs....

Enthalpy Changes (Year 10 and 11) - So who said teenagers get bored of Science?!  I can think of nothing better that heat changes for this year group to keep them stimulated with Chemistry.  For exothermic reactions : Acids and alkali neutralisation, magnesium and acid and fuel burning.  Endothermic: Reaction of salts in water whereby we can see the temperature drop to literally freezing!  I also use demonstrations to show heat changes, some favourites: The Screaming Jellybean, The Robcano and the Thermit Reaction.

For all my teaching, as mentioned earlier, I generally like to have a foundation of a practical component - and then vary my teaching.  For example, after a practical lesson I would ask for feedback from the students and show visuals which link to that practical.  This in itself adds visual and auditory learning styles to a lesson.  Every one of my lessons ends with a summary which relates to learning objectives  - and this is no different to many of my tutorials.

Overall, the key for me is VARIETY - and in my tutorials I like to use molecular models to consolidated ideas in chemistry. using web-sites to expand on ideas (webelements.com) has been useful.

I use the CGP revision books for consolidating ideas in all my tutorials which most students find very useful.

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