Mastering Primary Science
Amanda Mccrory & Kenna Worthington
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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