Starting Science...Again?: Making Progress in Science Learning

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9781847870087: Starting Science...Again?: Making Progress in Science Learning
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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.

 

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About the Author:

Martin Braund lectures in the department of Educational Studies at the University of York.

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′This book considers the basic issues of progression, continuity and transition from both the perspective of children and teachers, and then moves into discussing the strengths and limitations of different ways of tackling the problem. It provides a very realistic balance between presenting a range of practical approaches designed to smooth the transition as well as the research findings that underpin them. All this is done in an accessible way, being written in a very readable style with clear summaries and suggestions for reflection on the issues raised. It will appeal to not only trainee and practicing teachers in both phases but also to teacher educators and researchers...This is such an excellent book that I have only good things to say about it and can recommend it unreservedly′ -
Science Teacher Education

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9781847870094: Starting Science...Again?: Making Progress in Science Learning

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ISBN 10:  1847870090 ISBN 13:  9781847870094
Publisher: SAGE Publications Ltd, 2008
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Martin Braund
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Book Description Sage Publications Ltd, United Kingdom, 2008. Hardback. Condition: New. Language: English . Brand New Book. The structure [of this book] encourages active participation via reflective activity boxes which further allows for the engagement and consolidation of ideas.Evidence based research is cited resulting in the author suggesting a number of practical activities to encourage progression and continuity in science - ESCalate Why do pupils learning and motivation slow down markedly as they move from primary to secondary school? Why is this situation worse in science than in any other curriculum subject? This book combines reports of and reflection on best practice in improving progression and continuity of teaching and learning in science - particularly at that transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression, learning and application of science, the book suggests practical ways of improving teaching and learning in science. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings. Science teaching in secondary schools is often based on assumptions that children know or can do very little, so the job in the secondary school becomes one of showing pupils how to start doing science properly , as if from scratch. The damage that this false view can do to pupils learning, motivation and confidence is clear. This book will help teachers to assess children s prior knowledge effectively and build meaningful and enjoyable science lessons. Seller Inventory # AAX9781847870087

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Book Description Sage Publications Ltd, United Kingdom, 2008. Hardback. Condition: New. Language: English . Brand New Book. The structure [of this book] encourages active participation via reflective activity boxes which further allows for the engagement and consolidation of ideas.Evidence based research is cited resulting in the author suggesting a number of practical activities to encourage progression and continuity in science - ESCalate Why do pupils learning and motivation slow down markedly as they move from primary to secondary school? Why is this situation worse in science than in any other curriculum subject? This book combines reports of and reflection on best practice in improving progression and continuity of teaching and learning in science - particularly at that transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression, learning and application of science, the book suggests practical ways of improving teaching and learning in science. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings. Science teaching in secondary schools is often based on assumptions that children know or can do very little, so the job in the secondary school becomes one of showing pupils how to start doing science properly , as if from scratch. The damage that this false view can do to pupils learning, motivation and confidence is clear. This book will help teachers to assess children s prior knowledge effectively and build meaningful and enjoyable science lessons. Seller Inventory # AAX9781847870087

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