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E-raamat: Coordinating Science Across the Primary School [Taylor & Francis e-raamat]

, (University of Durham, UK), (University of Durham, UK)
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Coordinating Science Across the Primary SchoolSuurem pilt
Taylor & Francis e-raamatudRohkem infot Taylor & Francis e-raamatute kohta
Raamatu kodulehekülg: https://www.taylorfrancis.com/books/9780203486474
A handbook for primary teachers coordinating science, offering jargon- free advice, tips, and suggestions, plus reproducible material. Material is divided into sections on roles of the science coordinator, updating subject and subject teaching knowledge, developing whole school policies, and monitoring work within the school. A section on resources lists and describes background reading, resource packets, associations, magazines, and suppliers in the UK. Distributed by Taylor & Francis. Annotation c. by Book News, Inc., Portland, Or.
List of figures
ix(2)
Series editor's preface xi
Introduction: Coordinating primary school science 1(8)
Part one The role of the science coordinator 9(54)
Chapter 1 The role of the science coordinator
9(15)
Introduction
9(1)
Being a science coordinator
10(1)
The dimensions of the science coordinator's role
11(2)
Support: maintaining science teaching and keeping it going
13(4)
Development: promoting science and moving them on
17(5)
Thinking about your own professional development
22(1)
Summing up
23(1)
Chapter 2 Your own development as a science coordinator
24(6)
Introduction
24(1)
Monitoring your own needs
25(4)
Summing up
29(1)
Chapter 3 Working with others
30(19)
Introduction
30(1)
Working with your headteacher
31(2)
Working with other coordinators in school
33(2)
Working with other teaching colleagues in school
35(8)
Student teachers
43(1)
Specialist teacher assistants
44(1)
Working with other adults in school
45(2)
Involving outside support
47(1)
Summing up
48(1)
Chapter 4 Contributing to school effectiveness
49(14)
Introduction
49(1)
Developing the school's science policy
49(5)
Carrying out audits of resources and provision
54(1)
Liaison
55(2)
Preparing for inspection
57(1)
Summing up
58(5)
Part two What science coordinators need to know 63(48)
Chapter 5 Interpreting the National Curriculum
63(11)
Introduction
63(1)
What science is all about
64(1)
Science as a product
64(5)
Science as a process
69(1)
Science and people
70(2)
Summing up
72(2)
Chapter 6 Interpreting experimental and investigative science
74(9)
Introduction
74(1)
Aspects of ScI
75(1)
The kinds of activity within ScI
76(5)
What does scientific investigation involve?
81(1)
Summing up
82(1)
Chapter 7 Interpreting life processes and living things, materials and their properties, and physical processes
83(16)
Introduction
83(1)
Some concepts relating to science as a body of knowledge
84(3)
Children's ideas in science
87(4)
Strategies to support the construction of knowledge and understanding
91(4)
A strategy for supporting teachers
95(3)
Summing up
98(1)
Chapter 8 Science and the whole curriculum
99(12)
Introduction
99(1)
Dimensions
99(2)
Themes
101(1)
Skills
102(5)
Summing up
107(4)
Part three Whole school policies and schemes of work 111(26)
Chapter 9 Developing the school policy for science
111(15)
Introduction
111(2)
Development stage -- STEP 1
113(1)
Development stage -- STEP 2
114(3)
Implementation stage -- STEP 1
117(6)
Implementation stage -- STEP 2
123(1)
Implementation stage -- STEP 3
124(1)
Implementation stage -- STEP 4
124(1)
Review stage
125(1)
Summing up
125(1)
Chapter 10 Policy into practice
126(11)
Introduction
126(1)
Contexts and strategies
127(1)
A system for structuring science experiences
128(1)
Some illustrative examples of the procedure
128(6)
Summing up
134(3)
Part four Monitoring for quality 137(38)
Chapter 11 Monitoring and evaluating the science curriculum
137(11)
Introduction
137(1)
A model for monitoring and evaluating teaching and learning
138(3)
Monitoring and evaluating the science curriculum
141(6)
Summing up
147(1)
Chapter 12 Monitoring and evaluating science teaching
148(14)
Introduction
148(1)
Monitoring science teaching
148(11)
A model for monitoring and evaluating teaching
159(1)
Summing up
160(2)
Chapter 13 Monitoring and evaluating science learning
162(13)
Introduction
162(1)
Purposes
163(1)
Methods
164(1)
Record-keeping
164(4)
Reporting progress and achievement to others
168(3)
Summing up
171(4)
Part five Resources for learning 175(30)
Chapter 14 Managing resources
175(14)
Introduction
175(1)
Variety of learning resources available
176(1)
Space as a resource
176(5)
Budgets and finances
181(1)
Managing science equipment
182(4)
Safety and resources
186(2)
Summing up
188(1)
Chapter 15 Information and resources for science coordinators
189(16)
Introduction
189(1)
Background reading
190(1)
INSET/staff development ideas
191(1)
Associations
191(3)
Journals and professional magazines
194(2)
Some suppliers
196(3)
Industry, enterprise and other links
199(3)
Interactive science and technology centres
202(1)
Further help with IT
203(2)
References 205(5)
Index 210
Lynn D Newton and Douglas P Newton have drawn upon their considerable experience as teacher, teacher educators and researchers in writing this book. Lynn is currently at the University of Durham, where she is Senior Lecturer and Course Leader for a new undergraduate degree for science specialists who wish to become primary school teachers and science coordinators. Douglas is a Reader in Education at the University of Newcastle.
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