This book combines reports on and reflection of best practice in improving progression and continuity of teaching and learning in science — particularly at the crucial transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression and learning in science, the book suggests practical ways of improving teaching and learning. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings.

Better Progression and Continuity in Science: Implications for Practice

Better progression and continuity in science: Implications for practice

Chapter Overview

This final chapter reviews the case for science learning as preparation for life. External cultural and policy changes influencing innovation and practices in schools are discussed. A number of institutional conditions likely to help projects be successful are provided.

Most of us would agree that a good start is desirable in new endeavours of our lives. In science, the realization that learning science in secondary schools and after other transfers is not new is a foundation on which good progress is made, yet in this book I have shown this is often ignored. Secondary schools offer options to 14-year-olds to study different subjects. Science subjects are not new ...

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