Download The Teaching of Science in Primary Schools by Wynne Harlen OBE, Visit Amazon's Anne Qualter Page, search PDF
By Wynne Harlen OBE, Visit Amazon's Anne Qualter Page, search results, Learn about Author Central, Anne Qualter,
Delivering an updated dialogue of the various elements of training basic technological know-how, this best-selling booklet features a robust concentrate on constructivist studying and the position of social interplay in studying. Emphasising using method talents to strengthen children’s knowing via enquiry, the e-book additionally promotes the significance of fostering motivation for studying via leisure and giving young children a few keep watch over in their actions. different positive factors comprise: utilizing overview to aid studying the character of development in figuring out, talents and attitudes creativity in studying technological know-how and what this implies in perform the improvement of kid's considering abilities. up-to-date to incorporate cross-curricular hyperlinks and all of the contemporary advancements in ICT, this booklet is vital analyzing for all trainee and working towards basic tuition academics.
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7 An older child’s idea of how a drum makes a sound and how the sound is heard (unpublished SPACE research) The notion of ‘vibration’ was associated with sound in ambiguous ways, with sound sometimes being the same as vibration and sometimes having some cause and effect relationship to it. 8 illustrates this struggle to connect the two. 8 A child’s idea of how a ‘string telephone’ works (unpublished SPACE research) Ideas about forces Children’s ideas about how things are made to move and what makes them stop were explored in various contexts, including the ‘cotton reel tank’, which is propelled by the energy put into twisting a rubber band.
Since much of the rest of this book is concerned with looking at different aspects of these interactions between child, materials and teacher, what we attempt here is an overview. Throughout there are numerous links to other chapters, where further discussion can be found. We begin with consideration of the key features of experiences that provide genuine opportunities for learning. We illustrate how these can be used as criteria to evaluate activities and to decide how to adapt or elaborate activities to increase their value for learning.
We have seen that this can happen with ‘vibration’ and ‘evaporation’ but many more examples could be cited. ■ They may hold on to earlier ideas even though contrary evidence is available because they have no access to an alternative view that makes sense to them. In such cases they may adjust their idea to fit new evidence rather than give it up, as in the examples given later in Chapter 7. We return to these characteristics in Chapter 9, for they give important clues to how to help children’s development of more scientific ideas.