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E-raamat: Teaching of Science in Primary Schools

3.83/5 (13 hinnangut Goodreads-ist)

Wynne Harlen (University of Bristol, UK), Anne Qualter (University of Liverpool, UK)

Formaat: 414 pages
Ilmumisaeg: 13-Apr-2018
Kirjastus: CRC Press
Keel: eng
ISBN-13: 9781315398884

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Formaat: 414 pages
Ilmumisaeg: 13-Apr-2018
Kirjastus: CRC Press
Keel: eng
ISBN-13: 9781315398884

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Now in a fully updated seventh edition, The Teaching of Science in Primary Schools provides essential information for students, trainee, and practising teachers about the why, what and how of teaching primary science. Paying particular attention to inquiry-based teaching and learning, the book recognises the challenges of teaching science, and provides suggestions and examples aimed to increase teachers confidence and pupils enjoyment of the subject.

This new edition explores:

Changes in curriculum and assessment requirements in the UK

Advances in knowledge of how children learn

Expansion in the use of ICT by teachers and children

And expands on key aspects of teaching including:

The compelling reasons for starting science in the primary school

Strategies for helping children to develop understanding, skills and enjoyment

Attention to school and teacher self-evaluation as a means of improving provision for childrens learning.

Giving the latest information about the rationale for and use of inquiry-based, constructivist methodology, and the use of assessment to help learning, the book combines practice and theory, explaining and advocating for particular classroom interactions and activities. This book is essential reading for all primary school teachers and those engaged in studying primary education.

List of figures and tables

Acknowledgements

xiii

Introduction

(4)

Part 1 Compelling reasons for teaching science in primary schools

(60)

1 The importance of primary school science

(12)

Introduction

(1)

Science education for everyone

(3)

The knowledge explosion and `big' ideas

(3)

Reasons for an early start to science education

(2)

The contribution of primary science to scientific literacy

(3)

Summary

(1)

2 Primary school science curricula in the UK

(19)

Introduction

(1)

Early curriculum development in the UK

(4)

Science curricula in the twenty-first century

(12)

Comment: diverse approaches, similar aims

(1)

Summary

(2)

3 Primary science in action

(15)

Introduction

(1)

Key features of practice in primary science

(1)

Case studies

(13)

Summary

(1)

4 Experiences for learning science

(12)

Introduction

(1)

Key features of learning experiences

(6)

Evaluating and enriching activities

(4)

Summary

(2)

Part 2 About children's learning

(70)

5 What we know about children's learning

(12)

Introduction

(1)

Views of learning

(1)

What do we learn about learning from neuroscience?

(7)

Implications for learning

(3)

Summary

(1)

6 Children's ideas

(12)

Introduction

(1)

Reasons for taking children's ideas seriously

(1)

Examples of children's ideas

(7)

Characteristics of children's ideas

(3)

Summary

(1)

7 Learning through talking

(15)

Introduction

(1)

Talk in the context of literacy

(1)

The importance of talk

(4)

Dialogic teaching: the teacher's role

(4)

Introducing scientific words

100

(2)

Organising class and group discussions

102

(2)

Summary

104

(2)

8 Learning through inquiry

106

(14)

Introduction

106

(1)

Learning in the case studies

106

(3)

A model of inquiry-based learning in science

109

(2)

The role of inquiry skills

111

(3)

Evidence of the effectiveness of inquiry-based science

114

(1)

Learning through inquiry in other subjects

115

(1)

Different kinds of inquiry in science

116

(3)

Summary

119

(1)

9 Learning with ICT

120

(15)

Introduction

120

(1)

New tools for learning

120

(3)

Digital literacy

123

(1)

Roles of ICT in learning science

124

(6)

Selecting ICT tools

130

(3)

Summary

133

(2)

Part 3 The teacher's roles

135

(58)

10 Teachers' and children's questions

137

(14)

Introduction

137

(1)

Teachers' questions

137

(7)

Children's questions

144

(1)

Handling children's questions

145

(5)

Summary

150

(1)

11 Helping progression in scientific ideas

151

(14)

Introduction

151

(1)

Describing progression

151

(3)

The process of progression

154

(1)

Strategies for developing children's ideas

155

(8)

Summary

163

(2)

12 Helping progression in inquiry skills

165

(16)

Introduction

165

(1)

Inquiry skills and the development of understanding

165

(2)

Strategies for developing inquiry skills

167

(11)

Developing cross-curricular skills

178

(2)

Summary

180

(1)

13 Teaching for enjoyment, motivation and scientific attitudes

181

(12)

Introduction

181

(1)

What schools teach: the whole curriculum

181

(4)

Motivation for learning

185

(1)

Extrinsic and intrinsic motivation

185

(3)

Attitudes and learning

188

(3)

Summary

191

(2)

Part 4 Assessment and learning

193

(76)

14 Assessment purposes

195

(15)

Introduction

195

(1)

Meaning and purposes of assessment

195

(3)

Assessment procedures

198

(2)

Key features of assessments for learning and of learning

200

(6)

How good is the assessment?

206

(2)

Summary

208

(2)

15 Gathering evidence to help learning

210

(15)

Introduction

210

(1)

Having clear goals in mind

210

(1)

Gaining access to children's ideas and inquiry skills

211

(13)

Summary

224

(1)

16 Interpreting evidence for feedback

225

(15)

Introduction

225

(1)

Using indicators to interpret evidence

225

(5)

Using indicators to identify next steps

230

(4)

Feedback from formative assessment

234

(4)

Summary

238

(2)

17 Children's role in formative assessment

240

(11)

Introduction

240

(1)

Children's role in assessing their work

240

(2)

Communicating goals

242

(3)

Communicating expectations of quality

245

(2)

Involving children in deciding next steps

247

(1)

Peer-assessment

248

(2)

Summary

250

(1)

18 Summative assessment and reporting

251

(18)

Introduction

251

(1)

Information for summative assessment

251

(2)

Using tests or tasks

253

(3)

Using evidence gathered by teachers

256

(4)

Building a record of best work

260

(2)

Increasing validity and reliability of teachers' judgements

262

(4)

Uses of summative assessment

266

(1)

Summary

267

(2)

Part 5 Planning environments for learning science

269

(72)

19 School level planning

271

(14)

Introduction

271

(1)

Evolution of subject leadership

271

(1)

Roles of the science subject leader

272

(5)

Issues in planning

277

(6)

Summary

283

(2)

20 Class level planning

285

(12)

Introduction

285

(1)

Two-stage lesson planning

285

(1)

General planning

286

(2)

Detailed planning

288

(5)

Creative teaching for creative learning

293

(2)

Summary

295

(2)

21 Sources and resources for practical inquiry

297

(15)

Introduction

297

(1)

The value of practical work

297

(2)

Features of effective practical work

299

(3)

Organising group practical work

302

(2)

Equipment and resources

304

(3)

Safety in and out of school

307

(1)

Sources of activities and materials

308

(2)

Summary

310

(2)

22 Providing for learning outside the classroom

312

(15)

Introduction

312

(1)

Why learning outside the classroom?

312

(3)

Extending the range of resources for learning

315

(3)

Locations for learning outside the classroom

318

(4)

Making the most of visits

322

(3)

Summary

325

(2)

23 Inclusive science education

327

(14)

Introduction

327

(1)

Provision for all

327

(2)

Specific learning difficulties

329

(9)

Relevance to learning science

338

(1)

Summary

339

(2)

Part 6 Accountability and evaluation of practice

341

(40)

24 Evaluating provision at the class level

343

(10)

Introduction

343

(1)

Meaning and implications of accountability

343

(2)

Formative evaluation at the class level

345

(1)

Records to keep

346

(4)

A tool for evaluating inquiry-based learning opportunities

350

(2)

Summary

352

(1)

25 Evaluating provision at the school level

353

(13)

Introduction

353

(1)

The role of school self-evaluation

353

(2)

School self-evaluation frameworks

355

(4)

Evaluating provision for science

359

(3)

Data for school self-evaluation in science

362

(2)

Summary

364

(2)

26 Enhancing provision for children's learning in science

366

(15)

Introduction

366

(1)

Continuing improvement: the subject leader's role

366

(3)

Supporting and advising colleagues: the subject leader's role

369

(2)

Provision of continuing professional development

371

(3)

Sources of continuing professional development

374

(5)

Summary

379

(2)

Questions for discussion

381

(2)

References

383

(12)

Index

395

Wynne Harlen, OBE, PhD, has been involved in teaching and research in science education, evaluation and pupil assessment throughout her long career, during which time she has been Sidney Jones Professor of Science Education at the University of Liverpool, UK and Director of the Scottish Council for Research in Education.

Anne Qualter, PhD, is Head of the Centre for Lifelong Learning at the University of Liverpool, UK.

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