This is essential reading for all primary science trainee and beginning teachers who want to strengthen their science subject knowledge. Each chapter tackles a major theme of the new national curriculum and breaks it down into key concepts. For each concept there is a detailed audit to help readers identify their current levels of knowledge and understanding along with areas for development. This is followed by concise definitions, key terminology, detailed examples and in practice' ideas to clearly relate theory to classroom practice. Finally, readers are invited to re-check their understanding and assess their level of competence at the end of each section. The text enables teachers to feel secure in their subject knowledge and confident about effectively conveying that information to their pupils through appropriate subject-specific paedagogy.
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Good overviews, subject knowledge audits, user friendly, good diagrams, definitions and examples. -- Edina Kulenovic, University of Cumbria I really like the way the book is organised with key vocabulary, explanations, examples of practice and quiz questions. -- Zoe Crompton, Manchester Metropolitan University Very clear and well-laid out. -- Duncan Hindmarch, University of Staffordshire
| Acknowledgements |
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viii | |
| Meet the authors |
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ix | |
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1 Introduction: the Importance of good subject knowledge |
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1 | (4) |
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5 | (13) |
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8 | (1) |
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9 | (2) |
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11 | (2) |
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13 | (1) |
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14 | (1) |
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How does the digestive system work? |
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15 | (3) |
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3 Plants, habitats and living things |
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18 | (13) |
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How are living things classified? |
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21 | (2) |
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23 | (2) |
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What do plants need to grow? |
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25 | (2) |
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What are the different parts of a flower and their functions? |
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27 | (1) |
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The life cycle of flowering plants |
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28 | (3) |
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4 Evolution and Inheritance |
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31 | (9) |
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Evolution and the fossil record |
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33 | (1) |
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Natural selection in our world |
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34 | (2) |
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Natural variation in living things |
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36 | (1) |
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Artificial variation in living things |
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37 | (1) |
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The survival of the fittest |
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38 | (2) |
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5 Everyday materials and their properties |
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40 | (14) |
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What is the particulate nature of matter? |
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42 | (1) |
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What are the physical and chemical properties of materials? |
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43 | (2) |
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How can the shape of materials be changed? |
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45 | (1) |
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What are solids, liquids and gases? |
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46 | (1) |
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What is meant by changes of state? |
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47 | (3) |
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What does dissolving mean? |
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50 | (2) |
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52 | (2) |
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54 | (12) |
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Why do we have day and night? |
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56 | (1) |
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57 | (1) |
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Why do the seasons occur? |
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58 | (3) |
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What is the solar system? |
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61 | (1) |
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What are the Sun and stars? |
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62 | (4) |
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66 | (13) |
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How does erosion affect the Earth? |
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68 | (1) |
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69 | (2) |
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71 | (1) |
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What are metamorphic rocks? |
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72 | (2) |
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What are sedimentary rocks? |
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74 | (1) |
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75 | (2) |
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Weathering and its impact |
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77 | (2) |
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79 | (10) |
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81 | (2) |
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83 | (2) |
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85 | (1) |
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86 | (1) |
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87 | (2) |
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9 Forces, motion and magnets |
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89 | (13) |
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91 | (2) |
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93 | (2) |
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95 | (1) |
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How does air resistance work? |
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96 | (1) |
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How does water resistance work? |
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97 | (1) |
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98 | (2) |
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100 | (2) |
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102 | (9) |
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104 | (1) |
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105 | (2) |
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107 | (1) |
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108 | (1) |
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109 | (2) |
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111 | (14) |
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113 | (2) |
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What are series circuits? |
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115 | (3) |
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118 | (2) |
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What do conductors, insulators and switches do? |
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120 | (2) |
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122 | (1) |
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What is static electricity? |
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123 | (2) |
| Taking it further |
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125 | (3) |
| Index |
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128 | |
Vivian Cooke is a senior lecturer in primary science education at the University of Worcester. She began her teaching career as a primary school teacher with responsibility for science, design and technology and ICT. She has worked in two other higher education institutions as a senior lecturer in science on postgraduate, undergraduate and Masters courses as well as being course leader for early years, primary and the two-year PGCE.
Colin Howard is a senior primary lecturer in Initial Teacher Education (ITE) at the University of Worcester. He has been involved in primary education for over 24 years of which 14 years has been as a successful head teacher in both small village and large primary school settings. He has been involved in inspecting schools for the Diocese of Hereford as a S48 SIAS Inspector. He has recently been awarded a Phd linked to his interest in the influence that school buildings have upon their stakeholders.
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