Keith S. Taber is Professor of Science Education in the Faculty of Education at the University of Cambridge, UK.

• List of FiguresList of TablesPrefacePart I: Introduction1. Enquiring Into Science TeachingPart II: Perspectives on Science Teaching2. Critiquing the Science Curriculum: Perspectives on Why We Should Teach the Sciences3. Reflecting the Nature of Scientific Knowledge in Science Education 4. Teacher Subject Knowledge: A Key Focus for Continuing Professional Development 5. Identifying and Sequencing Learning Quanta6. The Nature of Students’ Scientific Knowledge: What Does Research Suggest? 7. Recognising Productive Lesson Activities 8. Seeking Evidence of Significant LearningPart III: Issues in Teaching Science Subjects9. A 21st-Century Notion of Scientific Knowledge10. The Value of Not Believing In Science11. A Challenge in Teaching Biology: Natural Selection12. A Challenge in Teaching Chemistry: Submicroscopic Particle Models13. A Challenge in Teaching Physics: Electrical Circuits in the Lower Secondary School14. Teaching Science as Enquiry and Supporting ‘Minds-On' Practical Work15. Challenging the Gifted Young Scientist (and Other Young Scientists)References Index

I like this book ... The content gives the reader something to sink your teeth into. I feel quite reassured that if I am suddenly asked to deliver a Physics scheme of work to GCSE students, then using the knowledge-in-action approach, enacting knowledge in the complex and dynamic classroom will ensure that students are working towards positive outcomes.