MindBridger Open Source AI Library

Title

Mastering Primary Science

Author

Amanda Mccrory & Kenna Worthington

e-Resources

_OceanofPDF.com_Mastering_Primary_Science_-_Amanda_McCrory (1).pdf

(23.6MB)

Table of Contents

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

Type

Book

Genre

Science

Grade

High SChool

Title Page p. 4 Go to page

Copyright Page p. 5 Go to page

Contents p. 6 Go to page

List of Figures pp. 7–8 Go to page

Series Editors' Foreword pp. 9–11 Go to page

How to Use This Book pp. 12–13 Go to page

Introduction pp. 14–15 Go to page

Chapter 1: An Introduction to Primary Science pp. 16–39 Go to page

Chapter 2: Current Developments in Primary Science pp. 40–57 Go to page

Chapter 3: Science as an Irresistible Activity pp. 58–69 Go to page

Chapter 4: Science as a Practical Activity pp. 70–85 Go to page

Chapter 5: Skills to Develop in Science pp. 86–115 Go to page

Chapter 6: Children’s Ideas – Promoting Curiosity pp. 116–129 Go to page

Chapter 7: Assessing Children in Science pp. 130–153 Go to page

Chapter 8: Practical Issues pp. 154–175 Go to page

Bibliography pp. 176–182 Go to page

Index pp. 183–193 Go to page