Every teacher, however well trained in science, will have areas of uncertain understanding. This book is a prime resource for primary teachers of readable, accurate and relevant explanations of scientific phenomena, supported by impressively clear drawings. It has been revised to include recent scientific developments such as DNA and environmental issues, and continues to give sound advice about likely misconceptions whilst maintaining its focus on explaining the science for teachers' - "Wynne Harlen, Professor in Education, University of Bristol """In a thoroughly revised and updated version, this standard reference book provides the background knowledge teachers need in order to plan effective programmes of work and answer children's questions with confidence. It is based on the belief that children learn most effectively when they can interpret their own experiences and investigation in scientific terms. The content of this book has been guided, but not limited, by the National Curriculum (NC) and the detailed requirements for teacher knowledge of the Teacher Training Agency (TTA). It sets out the facts, develops the concepts and explains the theories which pupils at primary level, including older and very able children, are likely to need in order to understand the observations and investigations they undertake. For this edition some new topics have been added, in response not only to TTA requirements and ongoing developments in science and technology, but also to the queries of children and teachers about observations they find relevant and puzzling. Throughout, topics are developed in ways which teachers and children can relate to their own experience. The textdoes not assume specialised scientific knowledge and, wherever possible, explanations and the development of ideas begin and remain firmly in contact with everyday events and observations. What is assumed is that readers will be wi
Develops secure subject knowledge for primary science with the ability to test understanding through the new online resources.
Sparks. and. discharging. If a plastic rod is rubbed, or a person walks across a carpet, or that person sits on a car seat for a while, they can become charged. This excess of charge will seek to balance itself (i.e. it will move to ...
The mystery of the atom and its true nature began to unravel in the late nineteenth century when the physicist J. J. Thompson (1856–1940) discovered within matter a negatively charged particle, which was named the electron.
New to this edition A new chapter called Views of Science Learning encourages the teacher to take a central role in helping children develop scientific attitudes, skills and conceptual understanding.
This book is a new kind of text linking subject knowledge and pedagogy in one package, rather than treating them as separate entities.
"This book comes at just the right time, as teachers are being encouraged to re-examine current approaches to science instruction.
... science knowledge to develop their scientific understanding . Investigations need a context and are best introduced when children have been taught and have developed some science knowledge concepts first ... Understanding primary science.
Primary Science
How do primary teachers use science subject knowledge in their practice? This book addresses these questions from a sociocultural perspective, challenging currently influential constructivist accounts.
This volume considers various issues involved in the theory and practice of teaching science at primary level.