© 2010

The Pedagogy of Physical Science


  • Provides a unique perspective on the pedagogy of physical science derived from researching teachers’ learning

  • Identifies the nature of explanation and learning in science and supports with research evidence from teachers’ learning in what are considered traditionally difficult and abstract conceptual areas

  • Critically informs assumptions about teacher science subject knowledge the nature of learning in science and the presentation of science knowledge in the curriculum


Part of the Contemporary Trends and Issues in Science Education book series (CTISE, volume 38)

Table of contents

  1. Front Matter
    Pages i-xii
  2. David Heywood, Joan Parker
    Pages 1-5
  3. David Heywood, Joan Parker
    Pages 7-37
  4. David Heywood, Joan Parker
    Pages 39-64
  5. David Heywood, Joan Parker
    Pages 65-91
  6. David Heywood, Joan Parker
    Pages 93-112
  7. Back Matter
    Pages 173-197

About this book


In the science classroom, there are some ideas that are as difficult for young students to grasp as they are for teachers to explain. Forces, electricity, light, and basic astronomy are all examples of conceptual domains that come into this category. How should a teacher teach them? The authors of this monograph reject the traditional separation of subject and pedagogic knowledge. They believe that to develop effective teaching for meaningful learning in science, we must identify how teachers themselves 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. To do so, they analyzed trainee and practising teachers’ responses to engaging with difficult ideas when learning science in higher education settings.

The text demonstrates how professional insight emerges as teachers identify the elements that supported 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. It concludes that it is essential to ‘problematize’ subject knowledge, both for learner and teacher.

The book’s theoretical perspective draws on the field of cognitive psychology in learning. In particular, the role of metacognition and cognitive conflict in learning are examined and subsequently applied in a range of contexts. The work offers a unique and refreshing approach in addressing the important professional dimension of supporting teacher understanding of pedagogy and critically examines assumptions in contemporary debates about constructivism in science education.


Physical Science Separation electricity higher education learning pedagogy science education teacher education

Authors and affiliations

  1. 1.Inst. EducationManchester Metropolitan UniversityManchesterUnited Kingdom
  2. 2.Inst. EducationManchester Metropolitan UniversityManchesterUnited Kingdom

Bibliographic information

  • Book Title The Pedagogy of Physical Science
  • Authors David Heywood
    Joan Parker
  • Series Title Contemporary Trends and Issues in Science Education
  • Series Abbreviated Title Cont.Trends,Iss.Sci.Educ.
  • DOI
  • Copyright Information Springer Science+Business Media B.V. 2010
  • Publisher Name Springer, Dordrecht
  • eBook Packages Humanities, Social Sciences and Law Education (R0)
  • Hardcover ISBN 978-1-4020-5270-5
  • Softcover ISBN 978-94-007-3159-2
  • eBook ISBN 978-1-4020-5271-2
  • Series ISSN 1878-0482
  • Edition Number 1
  • Number of Pages XII, 197
  • Number of Illustrations 0 b/w illustrations, 0 illustrations in colour
  • Topics Science Education
  • Buy this book on publisher's site