Primary Science: A Guide to Teaching Practice
Publication Year: 2015
The primary science textbook market can be split into two categories: subject knowledge books (giving student teachers a refresher on basic science knowledge) and teaching pedagogy books that focus on how to teach science. Dunne & Peacock falls into this latter category.
- Front Matter
- Subject Index
- Chapter 1: The Current Context of Primary Science Teaching
- Chapter 2: Why is Science Hard to Teach?
- Chapter 3: Doing Science
- Chapter 4: Play-based Science
- Chapter 5: Linking Science to the Wider Curriculum
- Chapter 6: Science and Computing
- Chapter 7: Science and Mathematics Connections
- Chapter 8: Learning Science Beyond the Classroom
- Chapter 9: Learning Science Through Talk
- Chapter 10: Tricky Topics and How to Teach Them
- Chapter 11: Planning for Assessment for Learning
- Chapter 12: Transitions in Science Education
- Chapter 13: Effective Inclusive Practice in Primary Science
- Chapter 14: A Way Forward
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Chapter 1 © Alan Peacock and Mick Dunne 2015
Chapter 2 © Alan Peacock and Mick Dunne 2015
Chapter 3 © Mick Dunne and Rania Maklad 2015
Chapter 4 © Eleanor Hoskins 2015
Chapter 5 © Richard Watkins 2015
Chapter 6 © Malcolm Smith, Liz Flintoft and Robert Collins 2015
Chapter 7 © Dave Howard, Ashlee Perry and Jill Todd 2015
Chapter 8 © Leigh Hoath 2015
Chapter 9 © Sarah Earle and Natasha Serret 2015
Chapter 10 © Mick Dunne and Dave Howard 2015
Chapter 11 © Tara Lievesley, Mick Dunne and Sarah Earle 2015
Chapter 12 © Leigh Hoath and Tanya Shields 2015
Chapter 13 © Dave Howard and Ashlee Perry 2015
Chapter 14 © Alan Peacock and Mick Dunne 2015
First edition published 2012
This second edition published 2015
Apart from any fair dealing for the purposes of research or private study, or criticism or review, as permitted under the Copyright, Designs and Patents Act, 1988, this publication may be reproduced, stored or transmitted in any form, or by any means, only with the prior permission in writing of the publishers, or in the case of reprographic reproduction, in accordance with the terms of licences issued by the Copyright Licensing Agency. Enquiries concerning reproduction outside those terms should be sent to the publishers.
Library of Congress Control Number: 2014937402
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ISBN 978-1-4462-9509-0 (pbk)
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About the Editors[Page vii]
Mick Dunne, previously Head of Initial Teacher Education at the University Centre, Bradford College, is now a Senior Lecturer in Science Education at Manchester Metropolitan University. Working in secondary and middle schools for ten years, he took on a number of roles including subject responsibility for science, ICT and mathematics before moving into teacher education as a senior lecturer in science education. He has been a member of several editorial boards both in the UK and abroad, has actively supported the Association for Science Education and undertaken a wide range of other work, including managing and coordinating both TEMPUS and Comenius 2.1 pan-European science and environmental education projects. His research interests within primary science include children's perceptions, out-of-classroom learning and environmental education, his passion being the marine biology of rocky shores. He has published in a variety of texts and recently completed his doctorate on the subject of learning outside the classroom.
Alan Peacock is Honorary University Fellow at the Graduate School of Education, University of Exeter, and until recently was Editor of Primary Science journal for six years. He has worked in teaching, training and research in science education for over 40 years, in various regions of the UK and overseas. He has carried out primary science consultancy work for the British Council, UNESCO, the EU, The National Trust, various environmental groups and numerous NGOs in Africa, including in Kenya, South Africa, Namibia, Botswana, Senegal and Mozambique. His publications include Science Skills: A Problem-Solving Activities Book (Taylor & Francis); Science in Primary Schools: The Multicultural Dimension (Routledge); Opportunities [Page viii]for Science in the Primary School (Trentham); Teaching Primary Science (Macmillan Education) and Eco-literacy for Primary Schools (Trentham). He has also written and edited the Sayansi (Science) series of pupils’ science texts for Tanzanian schools, and recently chaired the UNESCO working group on ‘Guidelines for enhancing quality education through textbooks’.
Notes on Contributors[Page ix]
Robert Collins has been involved in teaching and developing science, technology and mathematics for over twenty years. During this time he has been a primary teacher, local authority science development officer, researcher and author. He has spent the past ten years as a Lecturer in Initial Teacher Education at the University of Strathclyde where he led science undergraduate and postgraduate primary education programmes. He has recent international experience in designing and lecturing within STEM based teacher training programmes in the Middle East. He has also been a member of ASE's Primary Science editorial board for many years.
Sarah Earle spent thirteen years teaching in primary schools in Bristol before moving to Bath Spa University as Senior Lecturer in Primary PGCE. She has a Masters in Science Education and is now carrying out research into science assessment for her PhD. She is Reviews’ Editor for the ASE's Primary Science journal and a Primary Science Quality Mark Hub Leader.
Liz Flintoft – after spending over ten years teaching in primary and middle schools Liz moved into higher education. She is now a Senior Lecturer in the Department of Teacher Education at Bradford College, specialising in ICT within all the primary ITE courses and being course leader for the PGCE Secondary ICT course. Liz's big interests are in the pedagogy of novel IT devices such as mobile phones and in the use of such things as Blogs, Wikis and social media in educational contexts.
Leigh Hoath spent eight years working in two secondary schools before becoming Science Education Lecturer at the University Centre, Bradford College for a further [Page x]eight years. Her research interests lie particularly in science pedagogy and learning in non-traditional settings and is currently studying for her EdD. She is a member of the editorial board for Primary Science and a regular contributor to this and other science education journals. Following the recent arrival of her twins, she is now working on a consultancy basis in various areas of science education.
Eleanor Hoskins is a Senior Lecturer within the Faculty of Education at Manchester Metropolitan University where she specialises in teaching early years and primary science. She is responsible for teaching Early Years science sessions with both postgraduate and undergraduate Initial Teacher Training programmes and supervises trainee teachers throughout their primary school placements. Elly has ten years’ experience of teaching in several primary and early years settings across two different LAs. In addition, she has also gained experience as a School Improvement Teacher for Manchester LA; Assistant Headteacher and Deputy Headteacher. Within her management role in school, she contributed to the creation and organisation of a new, functioning, open plan Foundation Stage before other schools and settings had progressed to this level. Further expertise within EYFS has involved trialling new approaches to continuous provision learning and taking a proactive lead with children, parents and staff to ensure thorough transition for children between EYFS into KS1.
Dave Howard was a primary class teacher for 16 years including 5 years as a deputy before moving into teacher training. For the last few years, he has managed education and professional studies colleagues then became Head of Primary ITE at Bradford College and is currently Head of Professional Partnerships. Dave's academic interests include children's self-assessment; inclusive practice of ITE tutors and transition from class teaching to lecturing in ITE.
Tara Lievesley started teaching in 1995, becoming a consultant for Warwickshire Local Authority in 2002. She is currently a consultant for Primary Science with a number of Black Country authorities, focusing on Science Enquiry and edits the ASE's Primary Science journal. She has also co-written a primary scheme of work for the United Arab Emirates and has contributed to a pupil book about to be published for China.
Rania Maklad is a Senior Lecturer in science education at Manchester Metropolitan University. She plans, organises, delivers and assesses a wide range of undergraduate and postgraduate teacher training courses including the BA(Hons) in Primary Education and Post Graduate Certificate in primary Education. Rania graduated from the University of Alexandria, Egypt. She moved to Scotland and taught in a variety of Scottish primary schools in Dundee. She was involved in the implementation of [Page xi]the new Scottish science curriculum (curriculum for excellence) in her school and mentoring NQTs for two years before accepting her current post at MMU. She is presently studying for her doctorate and is focusing on science as a medium for language acquisition.
Ashlee Perry is a Lecturer in Science Education and Course Leader for PGCE Sciences at University Centre, Bradford College. After gaining a PhD in Biochemistry from the University of Leicester, he spent several years as a research scientist before completing a PGCE and becoming a secondary science teacher. Ashlee's research interests lie in pupil engagement and active learning.
Natasha Serret was a primary school teacher in inner London for six years. She joined King's College, London in 2001 as the senior researcher for the primary Cognitive Acceleration through Science Education (CASE) project and is one of the main authors of Let's Think Through Science! Her PhD thesis explores the relationship between classroom talk and cognitive development. She is now Senior Lecturer on the BA in Primary Education course at Nottingham Trent University
Tanya Shields is an independent consultant who works with both primary and secondary professionals. She is also a Professional Development Leader for CIEC at the University of York providing CPD for the Science Learning Centres. Her previous work includes teaching and the development of resources for use in the primary classroom.
Malcolm Smith was a Senior Lecturer in the Department of Teacher Education at Bradford College, specialising in ICT within all the primary ITE courses and being course leader for the PGCE Secondary ICT course. Over the last ten years he became interested in pedagogies associated with online learning which led to involvement with a number of European Universities researching and developing strategies to maximise this rapidly emerging resource both within the classroom and for the professional development of serving teachers.
Jill Todd recently joined the Department of Initial Teacher Education at the University Centre, Bradford College. She specialises in mathematics education and contributes to both undergraduate and postgraduate ITE programmes. She has taught for over 18 years and has experienced a wide range of roles in primary, middle and secondary education. Jill has recently been part of a European project critically examining the use of new technologies within mathematics education.
Richard Watkins is a school improvement officer for the North Wales regional school effectiveness service. After gaining a PhD in Earth Science, he worked in the [Page xii]oil and gas industry before moving into education and then advisory work with a number of local authorities. Richard has had experience as a visiting lecturer at Liverpool John Moores University and worked on test development at the University of Liverpool. He has published a number of articles in the ASE's Primary Science journal and written curriculum resources for the Geographical Association.
SAGE would like to thank the following reviewers whose comments helped to shape this book:
Anita Backhouse, York St John University
Jessica Baines-Holmes, University of Brighton
Deborah Herridge, University of Northumbria
Delia Wilson, University of Glasgow
We are grateful also to Ruth Kershner, Judith Kleine-Staarman, Neil Mercer and Paul Warwick of Cambridge University for permission to include their ‘Model of Collaborative Learning’ (Figure 6.2).[Page xiv]