Author: Wynne HarlenPublisher: Unesco
ISBN:
Category : Education
Languages : en
Pages : 276
Book Description
Unesco Sourcebook for Science in the Primary School
Author: Wynne HarlenPublisher: Unesco
ISBN:
Category : Education
Languages : en
Pages : 276
Book Description
The Teaching of Science in Primary Schools
Author: Wynne HarlenPublisher: David Fulton Publishers
ISBN: 9781853465642
Category : Education
Languages : en
Pages : 260
Book Description
Presenting an up-to-date discussion of the many aspects of teaching primary science, this best-selling book contains a strong focus on constructivist learning and the role of social interaction in learning.
Mastery in primary science
Author: Deborah WilkinsonPublisher: Learning Matters
ISBN: 1529705762
Category : Education
Languages : en
Pages : 128
Book Description
What does ′mastery′ look like in primary science? How can teachers plan for, assess and evidence it? This book explores how ‘rich’ learning tasks that enable children to apply, analyse, evaluate, and/or create to solve exciting and novel problems support the development of mastery level knowledge and skills in primary science. - Outlines how to recognise and use assessment opportunities - Focuses on the development of conceptual understanding - Highlights and demontrates the importance of teacher questioning - Explores the theories behind ′mastery′ for primary science
EBOOK: CREATIVITY IN PRIMARY SCIENCE
Author: Jenny FrostPublisher: McGraw-Hill Education (UK)
ISBN: 033523156X
Category : Education
Languages : en
Pages : 210
Book Description
* How do primary teachers incorporate all the facets of science in their teaching? * How do primary teachers plan and replan their science teaching in the light of how children are learning? * How do primary teachers retain lively and imaginative science teaching within the constraints of a specified curriculum? This book is about the very best of primary classroom practice in science; six teachers, six schools, six science topics, with children from ages five to eleven years. The teaching and children's learning are described in a straightforward style, richly illustrated by pen and ink drawings made from photographs, and by examples of children's work. The author has provided a commentary on the particular classroom examples by linking them to a wider discussion of science in primary schools and by sharing the teachers' own rationale for their decisions. The book was written initially for beginning teachers, but experienced teachers who reviewed the drafts, welcomed the combination of 'real' classroom examples coupled with a more theoretical commentary. Above all, they welcomed the essence of the book which, as the opening sentence indicates, is "about creativity in teaching and a celebration of the skills and expertise of primary teachers in the area of science." The book will be invaluable reading for both trainee and practising primary school teachers.
Teaching School Physics
Author: John L. LewisPublisher: Harmondsworth : Penguin
ISBN:
Category : Science
Languages : en
Pages : 422
Book Description
A UNESCO source book.
Unesco Sources
Author: Shaping the future we want
Author: Buckler, CaroleePublisher: UNESCO
ISBN: 9231000535
Category : Environmental education
Languages : en
Pages : 198
Book Description
Primary Science
Author: Publisher: Frank Brothers
ISBN: 9788171707379
Category : Science
Languages : en
Pages : 146
Book Description
Education for Sustainable Development – N° 4 – Sourcebook (learning & training tools)
Author: UNESCOPublisher: UNESCO
ISBN: 9230010634
Category :
Languages : en
Pages : 51
Book Description
Science Education
Author: Shamin PadalkarPublisher: Taylor & Francis
ISBN: 1000591735
Category : Education
Languages : en
Pages : 172
Book Description
The book presents key perspectives on teaching and learning science in India. It offers adaptive expertise to teachers and educators through a pedagogic content knowledge (PCK) approach. Using cases and episodes from Indian science classrooms to contextualise ideas and practices, the volume discusses the nature of science, and aspects of assessments and evaluations for both process skills and conceptual understanding of the subject. It examines the significance of science education at school level and focuses on meaningful learning and development of scientific and technological aptitude. The chapters deal with topics from physics, chemistry and biology at the middle- and secondary-school levels, and are designed to equip student-teachers with theoretical and practical knowledge abilities about science, science learning and the abilities to teach these topics along with teaching. The book draws extensively from research on science education and teacher education and shifts away from knowledge transmission to the active process of constructivist teaching-learning practices. The authors use illustrative examples to highlight flexible planning for inclusive classrooms. Based on studies on cognitive and developmental psychology, pedagogical content knowledge of science, socio-cultural approaches to learning science, and the history and philosophy of science, the book promotes an understanding of science characterized by empirical criteria, logical arguments and sceptical reviews. With its accessible style, examples, exercises and additional references, it will be useful for students and teachers of science, science educators, BEd and MEd programmes for education, secondary and higher secondary school teachers, curriculum designers and developers of science. It will interest research institutes, non-governmental organisations, professionals and public and private sector bodies involved in science outreach, science education and teaching and learning practices.