The Teaching of Science in Primary Schools provides essential information for all concerned with primary school education about all aspects of teaching science. It pays particular attention to inquiry-based teaching and learning because of the more general educational benefits that follow from using this approach. These benefits are often expressed in terms of developing general scientific literacy and fostering the ability to learn and the motivation to continue learning. This book also aims to help teachers focus on the ‘big’ or powerful ideas of science rather than teaching a series of unrelated facts. This leads children to an understanding of the nature, and limitations, of scientific activity. This fully expanded and updated edition explores: The compelling reasons for starting science in the primary school. Within-school planning in the context of less prescriptive national requirements. The value of having in mind the ‘big ideas’ of science. The opportunities for children to learn through greater access to the internet and social networking. The expanding sources of materials and guidance now available to teachers on-line. Greater attention to school and teacher self-evaluation as a means of improving provision for children’s learning. The importance for both teachers and learners of reflecting on the process and content of their activities. Other key aspects of teaching, such as:- questioning, the importance of discussion and dialogue, the formative and summative roles of assessment and strategies for helping children to develop understanding, skills, positive attitudes and enjoyment of science, are preserved. So also is the learner-centred approach with an emphasis on children learning to take some responsibility for their activities. This book is essential reading for all primary school teachers and those on primary education courses.
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 ...
"This book comes at just the right time, as teachers are being encouraged to re-examine current approaches to science instruction.
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 book is a thorough introduction and embraces the full spectrum of contemporary reforms in education.
We would specifically like to thank John Trowbridge (Southeastern Louisiana University), Claudia Balach (Duquesne University), Willis Walter (Florida A&M University), Benjamin Ngwudike (Jackson State University), Linda Easley Roach ...
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 ...
The practices presented in the book are being used in schools and districts that seek to improve science teaching at scale, and a wide range of science subjects and grade levels are represented.
17–33 Bartholomew, H., Osborne, J. and Ratcliffe, M. (2004) Teaching students 'ideas-about-science': five dimensions of effective practice. Science Education, 88(5), pp. 654–82 CCEA (2007) The Northern Ireland Curriculum Primary.
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.