Mastering Primary Science
Amanda Mccrory & Kenna Worthington
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    Title Page p. 4
    Copyright Page p. 5
    Contents p. 6
    List of Figures pp. 7–8
    Series Editors' Foreword pp. 9–11
    How to Use This Book pp. 12–13
    Introduction pp. 14–15
    • Chapter objectives
    • Introduction
    • What is primary science?
    • Let us turn initially to the first question: What is science?
    • Science is a never-ending journey of discovery by the curious and amassing of knowledge about the world – it is a collaborative endeavour!
    • Science has changed our lives and is vital for future economic growth!
    • Science connects us, globally!
    • Scientific literacy – the ability to be scientifically literate is more pertinent than ever!
    • Now let us turn to the second question, does your understanding of the nature of science differ to your understanding of primary science – what does primary science teaching look like to you?
    • Therefore, what does it mean to be scientific in the primary classroom?
    • Working scientifically in key stage 1
    • Working scientifically in lower key stage 2
    • Working scientifically in upper key stage 2
    • How can the teaching of science in the primary school contribute to a child’s whole education?
    • Science and developing resilience – why taking risks and making mistakes is crucial when learning!
    • Motivation to learn and high expectations for all!
    • Summary
    • Recommended reading
    • Chapter objectives
    • Introduction
    • What is the current state of primary science?
    • Recent findings regarding the teaching of science in primary schools – provision for science education in primary schools; status
    • Good intentions?
    • Therefore, what is on the horizon?
    • Children’s attitudes to science
    • Teachers’ attitudes to teaching science
    • What are primary schools doing well when teaching science and what can schools do to combat the issues highlighted?
    • Assessment
    • Summary
    • Recommended reading
    • Chapter Objectives
    • Introduction
    • What is creativity in primary science teaching?
    • How does creativity help to make science irresistible?
    • Why should science be an irresistible activity?
    • What does science look like as an irresistible activity?
    • How can teachers make primary science irresistible?
    • Summary
    • Recommended reading
    • Chapter objectives
    • Introduction
    • What is enquiry learning in science?
    • What exactly do we mean by scientific enquiry?
    • Why is learning through enquiry important?
    • What skills do children need to develop in order to engage in scientific enquiry?
    • What does progress in scientific enquiry and using the process skills look like?
    • How can using process skills develop children’s autonomy?
    • How does talk develop science enquiry skills and concepts?
    • Summary
    • Recommended reading
    • Chapter objectives
    • Introduction
    • Curious children and how science provokes questions from children which can challenge us as teachers
    • What are socioscientific issues?
    • Why use socioscientific issues as a pedagogy to teach primary science?
    • Scientific literacy, argument and enquiry skills
    • Socioscientific issues and the primary science National Curriculum
    • Teaching socioscientific issues – what do teachers need to consider?
    • Possible challenges teachers need to consider when using this pedagogy
    • Scientific misconceptions/children’s alternative ideas – teaching about inheritance and evolution
    • The Theory of Evolution is a widely supported and overwhelming accepted scientific theory in the scientific community, what evidence exists to support it and what evidence is suitable to use with primary-aged children?
    • Challenges in teaching inheritance and the Theory of Evolution – is this a controversial subject?
    • Scientific misconceptions and evolution:
    • Provision for relationships and sex education
    • Teaching RSE in primary schools – what teachers need to know now!
    • Summary
    • Recommended reading
    • Chapter objectives
    • Introduction
    • What is curiosity in primary science?
    • Why should children be curious?
    • How can teachers promote children’s curiosity?
    • Consider some of these ways of promoting curiosity in children
    • How can children’s curiosity be used to move children to more scientific ideas?
    • Summary
    • Recommended reading
    • Chapter objectives
    • Introduction
    • Assessment in science – the ultimate challenge for the novice teacher
    • Recent changes to assessment in primary schools
    • What is assessment in primary science?
    • Types of assessment in the primary science classroom
    • Formative assessment and/or assessment for learning?
    • What does this include when assessing science learning?
    • Next-step marking – enabling learning and progress via effective feedback where appropriate
    • What is the point of feedback?
    • What is effective feedback?
    • Next-step marking
    • How is formative assessment/AfL recorded (monitoring over time)?
    • How is summative assessment recorded (monitoring over time)?
    • How much evidence is needed?
    • Assessing working scientifically and process skills
    • Planning for the development of enquiry skills
    • Observation
    • Through discussion
    • By looking at completed tasks
    • Reporting to parents
    • A final point – The TAPS project, Bath SPA University
    • Summary
    • Recommended reading
    • Chapter objectives
    • Introduction
    • What is important to consider when planning primary science?
    • What should I do about the lack of equipment in my school?
    • How can I effectively deploy staff in primary science?
    • How can inclusion be promoted in science?
    • ‘Gifted and Talented’, ‘High Attainers’ or the ‘More Able’?
    • Definitions?
    • Therefore, how do schools now define the ‘More Able’ and how does this relate to provision in science?
    • What can you do to provide for the more able in science lessons?
    • Principles in provision for the ‘More Able’ in science should include:
    • Enquiry and the ‘More Able’:
    • Summary
    • Recommended reading
    Bibliography pp. 176–182
    Index pp. 183–193
    Book
    Science
    High SChool
    English
    Yes
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    2025 Mindbridger Open Source Project