Improving secondary science teaching
John Parkinson
London: RoutledgeFalmer 2004 | Pp280 | £18.99 | ISBN0 415 25046 3
Reviewed by Keith Taber

Those readers who know John Parkinson’s 1994 book for trainee teachers, The effective teaching of secondary science, will come to this new book with expectations that the author can cover a lot of ground, in a non-trivial manner, for a modest investment of reading. These characteristics made the 1994 book recommended reading for those needing a good introduction to, and overview of, key issues in secondary science teaching. Ten years on Parkinson has written another book that is readable, informative, and wide-ranging, and which similarly deserves recommendation.

This new book is intended to help new and experienced teachers, which presents the author with a challenge – not to talk down to those well into their career, while being clear enough for the novice. Parkinson has achieved this well. He covers key areas of interest to new entrants, but in a way that may be appreciated and reflected upon by the ‘old hands’. However, the text also considers aspects of a science teacher’s job that will be of most interest to those considering their career development. Indeed, some parts of the book seem primarily intended for the aspiring or new head of department, and it is this audience that will benefit most from the author’s comprehensive approach to examining aspects of secondary science education, and how departments can improve their practice.

That a major publisher is confident that this book will find its audience is in part a reflection on the renewed emphasis on continuing professional development in science teaching, and that is something to be welcomed. The focus on management issues in early chapters may be off-putting to many science teachers not ready for, or interested in, taking on such departmental responsibilities, which is a shame because this book has much to offer all members of the science department.