The Teaching and Learning of Science in Secondary Education

Abstract

This Q&A article discusses the didactics of teaching contemporary secondary-school science from the vantage point of a CLIL teacher, providing brief examples of relevant classroom and assessment tasks, teaching and learning strategies, scientific genres and recommended readings. Advocated inquiry-oriented approaches include “Less is more”, social constructivism, and conceptual change, with special importance given to the promotion of classroom discourse through collaborative and cooperative group work.

Keywords

• Teaching-and-learning
• science education
• inquiry-oriented approach
• CLIL
• classroom dialogue.