Gentlemen, start your engines
In any science class there is a range of drive and abilities, which makes teaching science interesting and demanding. The author's Year 10 science class had just embarked on the 'Road Science' learning journey when she attended her second session of the Monash University Science Teaching and Learning (STAL) professional development program, sponsored by Melbourne's Catholic Education Office. The facilitator had demonstrated some hands-on methods of teaching time-distance graphs and the author decided to implement this in her class. She describes how she designed the lessons with some students with learning needs in mind, and also how the class actually unfolded. Afterwards, she determined that learning had occurred by the level of students' participation and involvement in discussions, answers to questions in their notebooks, practical reports and test results. [Author abstract, ed]
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