Making Progress in Primary Science
A Study Book for Teachers and Student Teachers
Nonfiction, Reference & Language, Education & Teaching, Elementary, Teaching, Teaching Methods
| Author: | Wynne Harlen, Dr Wynne Harlen | ISBN: | 9781134474424 |
| Publisher: | Taylor and Francis | Publication: | December 16, 2003 |
| Imprint: | Routledge | Language: | English |
| Author: | Wynne Harlen, Dr Wynne Harlen |
| ISBN: | 9781134474424 |
| Publisher: | Taylor and Francis |
| Publication: | December 16, 2003 |
| Imprint: | Routledge |
| Language: | English |
This new and extensively revised edition of Progress in Primary Science is intended for all those involved in training teachers of primary school science, both preservice and on INSET courses. Its flexible modular structure enables course leaders to tailor their course to participants' needs. Each module can be studied individually or as part of an extended programme and contains notes for facilitators, photocopiable workshop materials, activities for practitioners and suggestions for further reading.
Throughout the book the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including:
- building on children's own ideas
- how to ask and answer questions
- managing practical work in the classroom
- science for very young children
- effective assessment, self-assessment and feedback
- cross-curricular links
- ICT and science
- science outside the classroom.
The companion study book currently available can be used by those participating on these courses. It follows the same modular structure and contains the same information as this book, and makes planning and delivering the course easier and less time consuming for the course leader.
This new and extensively revised edition of Progress in Primary Science is intended for all those involved in training teachers of primary school science, both preservice and on INSET courses. Its flexible modular structure enables course leaders to tailor their course to participants' needs. Each module can be studied individually or as part of an extended programme and contains notes for facilitators, photocopiable workshop materials, activities for practitioners and suggestions for further reading.
Throughout the book the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including:
- building on children's own ideas
- how to ask and answer questions
- managing practical work in the classroom
- science for very young children
- effective assessment, self-assessment and feedback
- cross-curricular links
- ICT and science
- science outside the classroom.
The companion study book currently available can be used by those participating on these courses. It follows the same modular structure and contains the same information as this book, and makes planning and delivering the course easier and less time consuming for the course leader.
