| Description |
1 online resource (437 pages) |
| Contents |
Cover; Half Title; Title Page; Copyright Page; Brief Contents; Table of Contents; List of photos, illustrations and tables; Guided tour; Preface; Acknowledgements; Publisher's acknowledgements; Part 1: Theory and practice; Chapter 1 The pleasure of finding things out; Children's attitudes to science; Insights into effective science teaching; The pleasure of finding things out; Storytelling and science teaching; Summary; Further reading; Chapter 2 Views of science learning; Overview of science learning; Constructivism and enquiry learning; The nature of scientific ideas |
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Views on conceptual learningSociocultural practices; Communicating scientific ideas; Summary; Further reading; Chapter 3 Organising how children learn science; A three-stage framework for learning science; Outline of the three-stage framework; An example of the three-stage framework; How the framework supports a storytelling approach; Summary; Chapter 4 Scientific understanding and mental models; Mental models and understanding; Talk underpins mental modelling; Learning to talk about the world in new ways; Behind every concept is a fascinating story; Summary; Further reading |
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Chapter 5 Talk for learning in scienceThe importance of talk for learning of science; Exploratory talk and its ground rules; Dialogic teaching and children's ideas; Talking points: a strategy to promote effective talk; Summary; Further reading; Chapter 6 Scientific enquiry and the passionately curious; Science and discovery: what can we expect of children?; The outcomes of scientific enquiry; Scientific enquiry and its link to narrative; Scientific skills and attitudes; Types of scientific enquiry; Choosing contexts for scientific enquiry; Summary; Further reading |
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Chapter 7 Planning and assessing children's science learningThe nature of formative assessment; The nature of summative assessment; Planning children's science learning; Planning the exploratory stage: choosing strategies to elicit children's ideas; Planning the re-describing stage: choosing strategies to help children make sense of the scientific view; Planning the application stage: choosing strategies to promote the usefulness of the scientific view; Some class management issues; Summary; Further reading and useful resources; Chapter 8 Learning outside the classroom |
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Home-initiated learningSchool-initiated outside learning; Learning in the school grounds; Exploring the local area; Further away from home; Preparing for learning outside the classroom; Summary; Further reading; Chapter 9 The origins of scientific knowledge; The nature of scientific knowledge; Early scientific theories; Christianity's influence on the development of science; Galileo's influence on the development of science; The new age of science; Summary; Further reading; Part 2: Subject knowledge and ideas for practice; Overview; Chapter 10 The Earth and beyond; Part 1: Subject knowledge |
| Summary |
'Thought-provoking and entices the reader to take a discerning look at science.'Claire Garven, MA Senior Lecturer at the University of the West of England, Bristol, UK. ̃An approach to planning and teaching primary science that gives children permission to question their own preconceptions. This enables teachers to encourage children to actively think and discuss what they see, and give reasons for their developing scientific ideas. Strongly recommended for teachers who want their children to learn to think scientifically.'Jane Gibson, Senior Lecturer a |
| Notes |
Historical context |
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Print version record |
| Form |
Electronic book
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| Author |
Dawes, Lyn
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Nicholls, Linda
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Dore, Babs
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| ISBN |
9781317811732 |
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1317811739 |
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