| Description |
1 online resource (392 pages) |
| Contents |
Cover; Title; Copyright; 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 teaching; Summary; Further reading; Chapter 2 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 |
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How the framework supports a storytelling approachSummary; Chapter 3 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; Chapter 4 Talk for learning in science; The 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 |
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Chapter 5 Scientific enquiry and the passionately curiousScience 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; Chapter 6 Planning and assessing children's science learning; The 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 |
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Planning the re-describing stage: choosing strategies to help children make sense of the scientific viewPlanning the application stage: choosing strategies to promote the usefulness of the scientific view; Some class management issues; Summary; Further reading and useful resources; Websites; Chapter 7 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 |
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Part 2: Subject knowledge and ideas for practiceOverview; Chapter 8 The Earth and beyond; Part 1: Subject knowledge; Historical context; A close-up view of the stars; How the universe was created; The structure of the solar system; Experiences related to the Earth, Moon and Sun; Summary; Part 2: Ideas for practice; Topic: Moon craters -- Age group: Lower primary; Topic: Phases of the Moon -- Age group: Upper primary; Information and teaching resources; Websites; Chapter 9 Energy and the well-being of the planet; Part 1: Subject knowledge; Historical context; Understanding energy |
| Summary |
Primary Science: Promoting positive attitudes to conceptual learningis a full colour, core textbook to support, inform and inspire anyone training to teach Science at primary level. This book is a new kind of text linking subject knowledge and pedagogy in one package, rather than treating them as separate entities. The text aims to encourage trainee teachers to teach scientific concepts in contexts which will inspire the children to look at the world in new and intriguing ways, rather than presenting it as a list of facts and definitions. Encoura |
| Notes |
Types of energy |
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Print version record |
| Subject |
Science -- Study and teaching (Primary) -- Great Britain
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EDUCATION -- Elementary.
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Science -- Study and teaching (Primary)
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Great Britain
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| Form |
Electronic book
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| Author |
Dawes, Lyn.
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Nicholls, Linda.
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Dore, Babs, 1952-
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| ISBN |
9781317863991 |
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1317863992 |
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