Who was right about gravity - Aristotle or Galileo? Do woodlice like the damp or the sunshine? Now in full colour, the new edition of this core textbook is packed full of exciting ideas and methods to help trainees and teachers looking for creative ways of teaching science to primary school children. It's the perfect step-by-step guide for anyone teaching science for the first time. Reflecting the new curriculum, the third edition has been extensively updated throughout and now includes: · a brand new chapter on teaching science outdoors · lots of guidance on how to work scientifically in the classroom · a new focus on assessment of ‘secondary readiness’ · new activities and case studies, with helpful links to developing scientific skills With practical examples, case studies, clear guidance on how to turn theory into creative practice, and lots of ideas for lively science lessons and activities, this is the ideal book for anyone studying primary science on initial teacher education courses, and teachers looking for new ideas to use in the classroom.
Practical, useful and informative, this book provides ideas and suggestions on how to interpret and develop the primary science curriculum in an interesting and challenging way.
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 ...
Written by subject specialists with years of classroom experience teaching STEM, each chapter contains: A rationale showing links to the National Curriculum Key subject knowledge Brief session plans Ideas for supporting higher and lower ...
This book is essential reading for all primary school teachers and those engaged in studying primary education.
Many other examples of cross-curricular links are equally valuable. Encouraging the children to make links between subjects can give them a deeper level of understanding and also reinforce the value of what they do.
... member of the community, and provides the necessary support to each learner so that they have an equal opportunity for success (see Jimenez, Browder, Spooner, & DiBiase, 2012; Spooner, Knight, Browder, Jimenez, & DiBiase, 2011).
This book contains exciting, fun classroom experiments to help teach scientific investigation.
This book shows how a wide range of contexts for learning science can be used outside of the classroom, and includes learning: at museums, science centres and planetaria from newspapers, magazines and through ICT at industrial sites and ...
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 around a practical, "practice-what-you-teach" approach to methods instruction, the text is based on current constructivist philosophy, organized around 5E inquiry, and guided by the National Science Education Teaching Standards.