Summary
Contents
Subject index
Creative teaching has the potential to inspire deep learning, using inventive activities and stimulating contexts that can capture the imagination of children. Thisbook enables you to adopt a creative approach to the methods and content of your primary science teaching practice and confidently develop as a science educator. Exploring how creative approaches can be appropriately developed and embedded, key aspects of science teaching are discussed, including: • planning for teaching and learning • assessing primary science • cross-curricular approaches • the intelligent application of technology • sustainability education • outdoor learning Coverage is supported by illustrative examples, encouraging you to look at your own teaching practice, your local community and environment, your own interests and those of your children to deepen your understanding of what constitutes good science teaching in primary schools. This is essential reading for students on primary initial teacher education courses, on both university-based (BEd, BA with QTS, PGCE) and schools-based (School Direct, SCITT) routes into teaching. Dr Roger Cutting is an Associate Professor in Education at the Institute of Education at Plymouth University. Orla Kelly is a Lecturer in Social, Environmental and Scientific Education in the Church of IrelandCollege of Education.
Working Scientifically
Working Scientifically
Chapter aims
This chapter aims to:
- Help you understand the steps that a scientific investigation should go through
- Provide the framework onto which you can place creative approaches, designs, reporting and communication of the findings
In the new science programme of study in the 2014 National Curriculum for England (DfE 2013) the term ‘scientific enquiry’ has been replaced with ‘working scientifically’. However, the skills that are described, with only the omission of ‘fair testing’ and a greater emphasis on classification, have remained broadly similar. Children, across the primary years are still encouraged to ask questions, make observations, test and record and to make suggestions based on results. However, the phrase ‘working scientifically’ does have much wider implications. The methods of observation, the type of testing, ...
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