Children S Ideas In Science

Author: Driver, Rosalind
Publisher: McGraw-Hill Education (UK)
ISBN: 0335150403
Format: PDF, Docs
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This book documents and explores the ideas of school students (aged 10-16) about a range of natural phenomena such as light, heat, force and motion, the structure of matter and electricity, they are to study even when they have received no prior systematic instruction. It also examines how students' conceptions change and develop with teaching.

Children s Informal Ideas in Science

Author: P. J. Black
Publisher: Routledge
ISBN: 1134987455
Format: PDF, Docs
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The ideas that children have about science concepts have for the past decade been the subject of a wealth of international research. But while the area has been strong in terms of data, it has suffered from a lack of theory. Children's Informal Ideas in Science addresses the question of whether children's ideas about science can be explained in a single theoretical framework. Twelve different approaches combine to tackle this central issue, each taking a deliberately critical standpoint. The contributors address such themes as values in research, the social construction of knowledge and the work of Piaget in a rich contribution to the debate without claiming finally to resolve it. The authors conclude with a discussion of how a theory can be built up, along with suggestions for ways ahead in the research.

Making Sense of Secondary Science

Author: Rosalind Driver
Publisher: Routledge
ISBN: 113486082X
Format: PDF, Docs
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When children begin secondary school they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. These ideas, right or wrong, form the basis of all they subsequently learn. Research has shown that teaching is unlikely to be effective unless it takes into account the position from which the learner starts. Making Sense of Secondary Science provides a concise and accessible summary of the research that has been done internationally in this area. The research findings are arranged in three main sections: * life and living processes * materials and their properties * physical processes. Full bibliographies in each section allow interested readers to pursue the themes further. Much of this material has hitherto been available only in limited circulation specialist journals or in unpublished research. Its publication in this convenient form will be welcomed by all researchers in science education and by practicing science teachers continuing their professional development, who want to deepen their understanding of how their children think and learn.

Making Sense of Secondary Science

Author: James Driver
Publisher: Routledge
ISBN: 1136773150
Format: PDF
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What ideas do children hold about the naturl world? How do these ideas affect their learning of science? When children begin secondary school they already have knowledge and ideas about many aspects of the natural world from their experiences both in primary classes and outside school. These ideas contribute to subsequent learning and research has shown that teaching is unlikely to be effective unless it takes learners' perspectives into account. Making Sense of Secondary Science: Research into Children's Ideas provides a concise, accessible summary of the research that has been done internationally in this area. The research findings are arranged in three main sections: life and living processes; materials and their properties; and physical processes. Much of this material has hitherto been difficult to access and its publication in this convenient form will be welcomed by all science teachers, both in initial training and in schools, who want to deepen their understanding of how their children think.

Uncovering Student Ideas in Science Another 25 formative assessment probes

Author: Page Keeley
Publisher: NSTA Press
ISBN: 193353124X
Format: PDF
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A resource for educators contains brief activities to help identify students' preconceptions about core science topics and includes teacher notes, research summaries, and suggestions for instructional approaches for teaching elementary, middle, and high school students.

Primary Science Kit

Author: Rosemary Sherrington
Publisher: Nelson Thornes
ISBN: 9780748764891
Format: PDF, ePub
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Devised to help teachers of primary science in schools. This title offers a two-year age band structure, correlation to the QCA Scheme of Work, and recommended teaching times. The Overview page is to introduce the themes in the unit. Review page is meant to assess learning. The Teacher Resource Books contain structured lesson plans.

Making Progress in Primary Science

Author: Wynne Harlen
Publisher: Routledge
ISBN: 1134474423
Format: PDF, Kindle
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This new and extensively revised edition of Progress in Primary Science is intended for all those involved in training teachers of primary school science, both preservice and on INSET courses. Its flexible modular structure enables course leaders to tailor their course to participants' needs. Each module can be studied individually or as part of an extended programme and contains notes for facilitators, photocopiable workshop materials, activities for practitioners and suggestions for further reading. Throughout the book the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including: building on children's own ideas how to ask and answer questions managing practical work in the classroom science for very young children effective assessment, self-assessment and feedback cross-curricular links ICT and science science outside the classroom. The companion study book currently available can be used by those participating on these courses. It follows the same modular structure and contains the same information as this book, and makes planning and delivering the course easier and less time consuming for the course leader.

Making Progress in Primary Science

Author: Wynne Harlen
Publisher: Psychology Press
ISBN: 041527673X
Format: PDF
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This new edition has been extensively rewritten. Each module contains notes for facilitators, photocopiable workshop materials, activities for practitioners & suggestions for further reading.

Child Development and Teaching Young Children

Author: Ayshe Talay-Ongan
Publisher: Cengage Learning Australia
ISBN: 9780170127325
Format: PDF, Mobi
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Child Development for Teachers of Young Children is a useful resource for pre-service early childhood teachers from childcare through to school settings. This text is based on understanding young childrena s developmental characteristics and differences, as well as planning around their interests. Child development covers a vast area of research, much of which has been used to inform teachers, parents and students about ways to nurture children into happy, competent and well-balanced individuals. The authors of this Australian text have married these areas together with essential up-to-date research, and focal information on domains of development. The first section of this text reviews domains of development with points that highlight applications to teaching contexts. The second section tackles domains of learning/curriculum areas where developmentally appropriate, individualised and culturally sensitive practice is integrated into teaching. This text also makes valuable contributions to the art and science of teaching young children in other settings: many children are tutored individually in small groups in learning centres, after school care programs, sports programs and music lessons to count a few.

Teaching Learning and Assessing Science 5 12

Author: Wynne Harlen
Publisher: SAGE
ISBN: 1446203905
Format: PDF, Mobi
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`Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is certainly a book which will be highly recommended, referred to on many occasions and used extensively' - Dr Derek Bell, Chief Executive, The Association for Science Education This thoroughly revised and completely up-to-date new edition provides an excellent theoretical framework for teaching science that is firmly grounded in classroom practice and covers all stages of education for students aged five to 12 years. The author details a constructivist view of learning, which recognizes that children already have ideas about the world in which they live, and gives advice on how teachers can help children to develop their understanding and change their perception to a more scientific view. A particular feature is the focus on formative assessment as a framework for discussion on how to help students develop their understanding, enquiry skills and positive attitudes to scientific investigation. The wide range of topics covered include: The nature of students' learning in science The goals of science education Gathering and interpreting information about students' 's ideas Helping development of scientific ideas Gathering and interpreting evidence of students' enquiry skills and attitudes Strategies for helping development of students' qnquiry skills and attitudes The learner's role in learning Summarising and reporting learning Motivating learning Teachers and children's questions Resources for learning science Managing science in the school Each chapter features useful summaries, points for reflection and further reading, making this acclaimed book indispensable reading for all primary and practitioners and students who want a book that will authoritatively inform, inspire and instruct their science teaching.