Primary Science: Promoting positive attitudes to conceptual learningis a full colour, core textbook to support, inform and inspire anyone training to teach Science at primary level. This book is a new kind of text linking subject knowledge and pedagogy in one package, rather than treating them as separate entities. The text aims to encourage trainee teachers to teach scientific concepts in contexts which will inspire the children to look at the world in new and intriguing ways, rather than presenting it as a list of facts and definitions. Encouraging critical reflection and offering practical support, this book will help trainee teachers to overcome negative attitudes to Science. The two part structure of the book first presents insights into the nature of science and science education, exploring issues such as the value and purpose of teaching Science in the primary school and the value of scientific enquiry. It then moves on to cover subject knowledge, relating it to pedagogy.
This is a very practical and easy to apply programme for teaching Science either in your own classroom, or to implement across the school in the role of a co-ordinator.
With a brand new chapter on STEM education, additional guidance on where to find the best resources, and increased emphasis on assessment, story-telling and problem-solving, this book shows how science can offer children pleasure and ...
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 bestselling text explains the principles of constructivism and their implications for learning and teaching. It also discusses core strategies for developing science understanding and science inquiry processes and skills.
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.
Goldsworthy, A., Watson, R. and Wood-Robinson, V. (1999) Getting to Grips with Graphs. Hatfield: ASE. Goldsworthy, A., Watson, R. and Wood-Robinson, V. (2000) Developing Understanding in Scientific Enquiry. Hatfield: ASE.
... particularly for expertise people those students who often feel excluded from science as a way of thinking devejop as part of (Calabrese Barton 81 Tan, 2009). In the following story, adapted from a their everyday lives work by Glynn ...
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 practical guide uses a three-stage framework design to encourage and guide sociocultural practice across three levels: KS1 (5–7), lower KS2 (7–9) and upper KS2 (9–11).
The book also encourages readers to reflect on their own subject knowledge of science and challenges them to critically evaluate their teaching in order to become more effective.