Using their Brains in Science: Ideas for Children Aged 5 to 14

Books

Hellen Ward

  • Citations
  • Add to My List
  • Text Size

  • Chapters
  • Front Matter
  • Back Matter
  • Subject Index
  • Copyright

    View Copyright Page

    About the Author

    Hellen Ward is actively involved in science education, working as a science senior lecturer at Canterbury Christ Church University and with teachers in a number of local authorities. Hellen has written several books and a number of other publications, and has developed teaching resources and teaching materials to support the teaching and learning of science. She has also contributed to science television programmes, website and teaching resources for the BBC and the teacher training resource bank (http://www.ttrb.ac.uk). Hellen is Programme Director for Modular PGCE at Christ Church and is also an independent education consultant. Hellen is an active member of the Association for Science Education (ASE). She is a regional secretary and a regular contributor to both national and regional conferences. She is also a member of the Association for Achievement and Improvement through Assessment (AIAA) and has published materials on assessment.

    Acknowledgements

    This book would not have been completed without the help and support of many learners, teachers and headteachers. I would like to thank particularly Peter Hellman and the staff and pupils at Senacre Wood Primary School, Katrina Ware and the staff and children of Bobbing Village School, Maureen King and the children of Elphinstone Primary School and Caroline Weston and the children of Guestling Bradshaw Primary School.

    Thanks also go to Hugh Ritchie (who is skilled with a camera and is responsible for the photographs), to John Armstrong, my father, for the excellent artwork and to Keith Remnant, my husband, for his support and Charlotte for her editing and indexing skills.

    HellenWard
  • References

    ARG (1999) Assessment for Learning: Beyond the Black Box. Cambridge: University of Cambridge, School of Education.
    ARG (2002) Assessment for Learning: Ten Principles. Research based principles to guide practice. Cambridge: University of Cambridge, School of Education.
    Ausubel, D. (1978) ‘In defense of advance organizers: A reply to the critics’, Review of Educational Research, 48, 251–7.
    Biehler, R. and Snowman, J. (2000) ‘Motivation’ in M.Bloor and A.Lahiff (eds), Perspective on Learning, A Reader. Greenwich: Greenwich University Press.
    Black, P. (2007) Formative Assessment: Promises or Problems?London: Kings College.
    Black, P. and Wiliam, D. (1998a) ‘Assessment and classroom learning’, Assessment in Education, 5 (1): 7–74. http://dx.doi.org/10.1080/0969595980050102
    Black, P. and Wiliam, D. (1998b) Inside the Black Box: Raising Standards through Classroom Assessment. London: NFER Nelson.
    Black, P. and Wiliam, D. (2005) ‘Changing teaching through formative assessment: research and practice’, King's Medway-Oxford formative assessment project, English Literature Review, 223 Formative assessment - improving learning in secondary classrooms. 92-64-00739-3 OECD 2005. Also available at: http://www.oecd.org/dataoecd/53/30/34260938.pdf
    Bransford, J.D. (1987) Learning, Understanding and Memory. Belmont, CA: Wadsworth Publishing.
    Brozo, W. and Simpson, M. (1998) Readers, Teachers, Learners: Expanding Literacy Across the Content Areas (
    3rd edition
    ). Prentice Hall.
    Bruner, J. (1960) The Process of Education. Cambridge, MA: Harvard University Press.
    Cassidy, R. (2006) Radio interview broadcast on 8 October!. ‘Insiders’ programme on ABC news. Transcript of conversation with Julie Bishop, Federal Education Minister. Available at: http://www.abc.net.au/insiders/content/2006/s1758091.htm
    Clarke (2005) Formative Assessment in Action: Weaving the Elements Together. London: Hodder Education.
    Claxton, G. (2002) Building Learning Power: Helping Young People Become Better Learners. Bristol: TLO.
    Cooper, R.A., Molan, P.C. and Harding, K.G. (2002) ‘The sensitivity to honey of Gram-positive cocci of clinical significance isolated from wounds’, Journal of Applied Microbiology, 93, 857–63. http://dx.doi.org/10.1046/j.1365-2672.2002.01761.x
    Curzon, L.B. (2000) ‘Cognitive learning’, in M.Bloor and A.Lahiff (eds), Perspectives on Learning: A Reader. Greenwich: Greenwich University Press.
    Deforges, C. (2006) ‘In Every Child's Learning Journey, Assessment Matters!’ Paper given at AAIA National Conference, Newcastle-upon-Tyne, 13–15 September.
    Doyle, C.L. (1987) ‘Explorations in psychology’, in M.Bloor and A.Lahiff (eds), Perspectives in Learning: A Reader. Greenwich: Greenwich University Press.
    Dweck, C.S. (1999) Self-Theories: Their Role in Motivation, Personality, and Development. Philadelphia: Taylor & Francis.
    Fisher, R. (1990) Teaching Children to Think. Oxford: Blackwell.
    Fisher, R. (2005) Teaching Children to Think (
    2nd edition
    ). Cheltham: Nelson Thornes.
    Freeman, W.J. (1991) ‘The Physiology of perception’, Scientific American, February: 78–85.
    Fodor, J. (1983) The Modularity of the Mind. Cambridge, MA: MIT Press.
    France, A. (1921) Le Crime de Sylvestre Bonnard. Paris: Charles Henry Conrad Wright.
    Friere, P. (1991) ‘The importance of the act of reading’, in C.Mitchell and K.Weiler (eds), Rewriting Literacy: Culture and the Discourse of the Other. Toronto: Oise Press. pp. 139–45.
    Goldsworthy, A ‘talking in science’ key note address, Science coordinators conference. Kent LA. November 2006. Ashford International Hotel.
    Greenfield, S.A. (1995) Journey to the Centres of the Mind: Towards a Science of Consciousness. New York: W.H. Freeman and company.
    Greenfield, S.A. (2006) Report to Parliament: Education, Science and Technology!. Available at: http://www.publications.parliament.uk/pa/ld199900/ldhansrd/pdvn/lds06/text/60420-18.htm
    Greenough, W.T. (1998) ‘The turned on brain: developmental and adult responses to the demands of information storage’, in S.S.Easter, K.F.Barald and B.M.Carlson (eds), From Message to Mind. Sunderland, MA: Sinauer. pp. 288–302.
    Greenough, W.T. and Bailey, C.H. (1988) ‘Anatomy of memory: convergence of results across a diversity of tests’, Trends Neurosci11, 142–7. http://dx.doi.org/10.1016/0166-2236%2888%2990139-7
    Halford, G.S. (1993) Children's Understanding: The Development of Mental Models. Hillsdale, NJ: Lawrence Erlbaum.
    Hebb, D.O. (1949) The Organisation of Behaviour. New York: John Wiley and Sons.
    Hirsh-Pasek, K., Pulverman, R.K., Pruden, S. and Golinkoff, R. (2006) ‘Precursors to verb Childhood learning: Infant attention to manner and path’, in K.Hirsh-Pasek and R.M.Golinkoff (eds), Action meets word: How children learn verbs. New York: Oxford Press. pp. 134–60. http://dx.doi.org/10.1093/acprof:oso/9780195170009.003.0006
    Hubel, D.R., and Wiesel, T.N. (1962) ‘Receptive fields, binocular interaction and functional architecture in the cat's visual cortex’, Journal of Physiology, 160, 106–54.
    Ileris, K (2002) The Three Dimensions of Learning. Roskilde University Press. Denmark.
    Jarvis, P. (1992) Paradoxes of Learning: On Becoming an Individual in Society. San Francisco, CA: Jossey-Bass.
    Johnson, A.H. (1984) ‘New stars for the teacher to steer by?’, Journal of Chemical Education, 61: 847. http://dx.doi.org/10.1021/ed061p847
    Kawashima, R. (2006) Dr Kawashima's Brain Training: How Old is Your Brain?Japan: Nintendo.
    Kawashima, R (2007) ‘I trained my brain’, Times2. 15 February, pp. 4–6. London.
    Keogh, B. and Naylor, S. (2000) Concept Cartoon is Science Education. Sandbach: Millgate House Publishing.
    Lemke, J.K. (1990) Talking Science: Language, Learning and Values. Norwood, NJ: Ablex.
    Ludwig, J. (1979) Cited in Curzon, L.B.Cognitive Learning’, in M.Bloor and A.Lahiff (eds), Perspectives on Learning: A Reader. Greenwich: Greenwich University Press.
    Lyotard, J.-F. (1984) The Postmodern Condition: A Report on Knowledge (trans. G.Bennington and B.Massumi). Manchester: Manchester University Press.
    Maslow, A. (1954, 1970
    2nd edition
    ) Motivation and Personality. New York: Harper.
    Miller, G.A. (1956) ‘The magical number seven, plus or minus two: some limits on our capacity for processing information’, Psychological Review, 63, 81–97. http://dx.doi.org/10.1037/h0043158
    Mithen, S. (1998) The Prehistory of the Mind: A Search for the Origins of Art, Religion and Science. London: Phoenix.
    Morgan, M. (1984) ‘Reward induced decrements and increments in intrinsic motivation’, Review of Educational Research, 54, 5–30.
    NAEYC (2003) Beyond the Journal!, March, ‘The Essentials of Early Literacy Instruction’, available at: http://www.naeyc.org/resources/journal/2003/Essentials.pdf
    National Academy of Sciences (NAS) (1998) Teaching about Evolution and the Nature of Science. Washington, DC: Steering Committee on Science and Creationism, National Academy Press.
    National Advisory Committee on Creative and Cultural Education (1999) All Our Futures: Creativity, Culture and Education. London: DFES.
    Newton, D.P. (1996) ‘Causal situations in science: a model for supporting understanding’, Learning and Instruction, 6, 201–17. http://dx.doi.org/10.1016/0959-4752%2896%2900003-5
    Newton, D.P. (2000) Teaching for Understanding: What It Is and How to Do It. London: RoutledgeFalmer.
    Nissen, T. (1970) ‘Indloering og poedagogik’, Copenhagen: Munks-gaard. In Ileris, K. (2002) The Three Dimensions of Learning. Denmark: Roskilde University Press.
    Ogbourn, J., Kress, G., Martines, I. and MacGillicuddy, K. (1996) Explaining Science in the Classroom. Buckingham: OUP.
    Pica, R. (2004) Experiences in Movement: Birth to Age Eight. Clifton Park, NY: Delmar.
    Piereira, L.J. (1996) ‘Stepping out with the constructivist’, Australian Science Teachers Journal, 42 (2): 26–8.
    Parliamentary Office of Science and Technology (2003) Post Note Primary science!. September. London.
    Pollard, A. (1992) in Craft, A. (ed), Assessing and Planning Learning, Milton Keynes: Open University Press.
    Pollard, A. and Trigg, P. (2000) What Pupils Say: Changing Policy, Practice and Experience. London: Continuum.
    Pollard, A. and Bourne, J. (1994) Teaching and Learning in the Primary School. London: Routledge in association with The Open University Press.
    Qualification and Curriculum Authority (QCA) (2005) Implication for Teaching and Learning in Key Stage 2 Science. York: HMI.
    Qualification and Curriculum Authority (QCA) (2006) Implication for Teaching and Learning in Key Stage 2 Science. York: HMI.
    Qualification and Curriculum Authority (QCA) (2007) Implication for Teaching and Learning in Key Stage 2 Science. York: HMI.
    Russell, T. and McGuigan, L. (2003) Assessing Progress in Science KS1, KS2 & KS3. York: QCA.
    Senge, P. (1990) The Fifth Discipline: The Art and Practice of The Learning Organization by Currency. New York: Doubleday.
    Smith, E. and Gorard, S. (2005a) ‘They don't give us our marks: the impact of formative assessment techniques in the classroom’, Assessment in Education, 12 (1): 21–38. http://dx.doi.org/10.1080/0969594042000333896
    Smith, E. and Gorard, S. (2005b) ‘Putting research into practice: an example from the Black Box!’. Available at: http://www.bera.ac.uk/pdfs/ri91smith&gorard04-05.pdf
    Stiggins, R. (2002) ‘Assessment in crisis: the absence of assessment for learning’, Phi Delta Kappan, 83 (10): 758–65.
    Sutton, R. (2006) ‘In Every Child's Learning Journey, Assessment Matters!’ Paper given at AAIA National Conference, Newcastle-upon-Tyne, 13–15 September.
    Waldrip, B., Knight, B. and Webb, G. (2002) ‘Science words and explanation: what do student teachers think they mean!’. Available at: http://www.sjsu.edu/elementaryed/ejlts/archives/language_development/waldrip.pdf
    Ward, H. and Berry, A. (2006) A Science Scheme of Work for Key Stage 1 and 2. Maidstone: Kent LA.
    Ward, H., Roden, J., Foreman, J. and Hewlett, C. (2005) Teaching Primary Science: A Practical Guide. London: Paul Chapman Publishing.
    Weeden, P.Winter, J. and Broadfoot, P. (2000) The LEARN Project: Phase 2 Guidance for Schools on Assessment for Learning Project Report (June). QCA: York.
    Wellington, J.J. and Ogbourn, J. (2001) Language and Literacy in Science Education. Buckingham: OUP.
    Wiliam, D., Lee, C., Harrison, C. and Black, P. (2004) ‘Teachers developing assessment for learning: impact on student achievement’, Assessment in Education, 11 (1), March.
    Wiliam, D. (1999) ‘Formative Assessment in Mathematics: Part 1: Rich Questioning’, Equals, Summer, 5 (2).
    Winkles, J. (1986) ‘Achievement, Understanding and Transfer in a Learning hierarchy’, American Educational Research Journal, 23, 275–88.
    Zeigarnik, B. (1967) ‘On finished and unfinished tasks’, in W.D.Ellis (ed.), A Sourcebook of Gestalt psychology. New York: Humanities Press.

    • Loading...
Back to Top