First Published in 2003. Routledge is an imprint of Taylor & Francis, an informa company.
A Handbook for Professional Development and Preservice Course Leaders Wynne Harlen. Term 2: Examining bones and learning how the skeleton supports the body. Learning how muscles help movement The use of a CD-ROM could enable children to ...
Key features of this second edition include: • A new chapter on science in the Early Years • A new practical chapter on how to work scientifically • Master’s-level ‘critical reading’ boxes in every chapter linking topics to ...
This title combines reports of and reflection on best practice in improving progression and continuity of teaching and learning in science - particularly at transition stage between primary and secondary school.
Do you need quick and easy access to great ideas for teaching primary science? If so then this is the book for you!
Understanding progression and continuity in science learning is a prerequisite for thinking about how and why pupils ... pupils' personal journeys through education and ways in which they acquire, hone, apply and develop their skills, ...
Primary Science, Teaching Theory and Practice. London: Learning Matters; Sage. Sewell, K. (2015). Planning the Primary National Curriculum. London: Learning Matters; Sage. Shakespeare, D. (2003). Starting an argument in science lessons.
Until the work of the British physicist J.J. Thompson (1856–1940) it was widely believed that an electrical current flowed from positive to negative, so Thompson's 1897 discovery of the negatively charged electron which moved in the ...
This book provides teachers with the tools and resources that are necessary for teaching science in a fun and exploratory way. Focusing on individual skills, it provides scientific activities in a number of different contexts.
The book opens with multiple case studies, four of which are new to this edition, offering cross-curricular examples of primary science in action. Each chapter is framed by an introduction and summary points.
Taking curiosity as a pre-condition for good learning, Ovens shows that it is possible to increase the desire to learn more and learn better, to improve confidence in the ability to inquire, to imbue pupils with the courage to seek ...