Teaching secondary science (2nd edn)
Keith Ross, Liz Lakin and Peter Callaghan
London: David Fulton 2004 | Pp216 | £17.00 | ISBN1 843 12144 1
Reviewed by Vanessa Kind

This expanded and modified second edition offers a wealth of information about all aspects of teaching science for those new to the profession. Sensibly organised in sections such as How children make sense of their world and Planning, assessment, teaching and classroom management, the Initial Teacher Training (ITT)-speak used in many chapters means that the information provided is also a good source of activities and knowledge for those involved in teacher education.  

A strong constructivist approach for science teaching is the leading theme through which active learning techniques and strategies for promoting pupil learning through talking, reading and writing are presented. The authors do not introduce other learning theories, but this is to their credit because the approach they take is clearly presented and valuable for new practitioners.  

That the book covers so many aspects of science teaching is also in some respects its downfall. None is covered in any depth, leaving the reader at times with a sense of dissatisfaction. The chapters on difficulties in chemistry/physics/biology, which discuss students' misconceptions, are cases in point. These deficiencies could have been made up in the reference lists, but these are relatively short for a book of this type. Readers new to science teaching may have benefited from being shown key texts at the end of each chapter for further reading. 

There are other weaknesses - the final section, for example, entitled Professional values and practice seems to be a 'catch-all' for every-thing that did not fit into other sections, such as Use of ICT, rather than reflecting the QTS standards. The final chapter, Becoming a professional teacher, is a disappointment, presenting a disorganised mish-mash of thoughts about school science, rather than a rallying-cry for the newly initiated. 

Overall, however, the authors attempt a great deal and succeed with much. This is a valuable book that, for its practicality, clarity and general un-stuffiness will hold its place in the teacher education canon. Science departments, mentors, trainees and their tutors are advised to buy, use and re-use their copies.