Now in a fully updated seventh edition, The Teaching of Science in Primary Schools provides essential information for students, trainee, and practising teachers about the why, what and how of teaching primary science. Paying particular attention to inquiry-based teaching and learning, the book recognises the challenges of teaching science, and provides suggestions and examples aimed to increase teachers' confidence and pupils' enjoyment of the subject. This new edition explores: Changes in curriculum and assessment requirements in the UK Advances in knowledge of how children learn Expansion in the use of ICT by teachers and children And expands on key aspects of teaching including: The compelling reasons for starting science in the primary school Strategies for helping children to develop understanding, skills and enjoyment Attention to school and teacher self-evaluation as a means of improving provision for children's learning. Giving the latest information about the rationale for and use of inquiry-based, constructivist methodology, and the use of assessment to help learning, the book combines practice and theory, explaining and advocating for particular classroom interactions and activities. This book is essential reading for all primary school teachers and those engaged in studying primary education.
Providing an up-to-date discussion of the issues affecting primary science, this edition focuses on both the role of the class teacher and of the school in making provision for children's learning in science.
Presenting an up-to-date discussion of the many aspects of teaching primary science, this best-selling book contains a strong focus on constructivist learning and the role of social interaction in learning.
The detailed study of a tree will show a highly organized structure, a short length of hedgerow a complex natural community and a study of the weather will introduce the concept of systems. Science on the Timetable Science teaching at ...
Science education in an urban elementary school: Case studies of teacher beliefs and classroom practices. ... In E. W. Saul (Ed.), Crossing Borders in Literacy and Science Instruction: Perspectives on Theory and Practice (pp. 33–47).
This is essential reading for all students studying primary science on primary initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, SCITT), and employment-based routes into teaching, and also ...
"This book comes at just the right time, as teachers are being encouraged to re-examine current approaches to science instruction.
Designed for all trainee and newly qualified teachers, teacher trainers and mentors, this volume provides a contemporary handbook for the teaching of science, covering Key Stages 2, 3 and 4 in line with current DfEE and TTA guidelines.
It is of particular relevance in the school sector because not only is there a risk that behavioural problems will get worse in the course of the child's development (Campbell et al., 1996), but also these problems are linked to the ...
Comprehensive and practical series offering support for those working towards Qualified Teacher Status, breaking down the requirements of QTS into manageable units so that trainees can evaluate and improve their knowledge of each subject.
When it comes to science, many of today's children experience narrow and impoverished learning opportunities, which, as professor Judah Schwartz writes in the preface to this book, lead ulitmately to a mere caricature of science.