Primary Science Learning for Children, Teachers, and Communities

ISBN 10: 9819505607 / ISBN 13: 9789819505609

Published by Springer Verlag GmbH, 2025

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Bibliographic Details

• Title: Primary Science Learning for Children, Teachers, and Communities
• Publisher: Springer Verlag GmbH
• Publication Date: 2025
• Language: English
• ISBN 10: 9819505607
• ISBN 13: 9789819505609
• Binding: Hardcover
• Condition: New

About this title

Synopsis

This book presents a compelling and transformative exploration of the often-overlooked domain of primary science education. It features contributions from educators and scholars worldwide, and provides a fresh perspective on the subject by highlighting positive and productive narratives, challenging the prevalent deficit perspective that has long characterized discussions around primary science education. The various chapters include a scholarly examination of real-life stories and experiences in primary science education. In doing so, it shifts the narrative from one that emphasizes challenges and shortcomings to one that showcases the richness, potential, and inherent opportunities for interdisciplinary learning and community engagement within this field. This book invites readers to shift their perspective on primary science education from one of deficits to one of possibilities. It empowers educators and researchers to reimagine the potential of primary science education, and serves as a valuable resource for educators, researchers, and policymakers seeking to enrich science education and inspire young learners worldwide.

About the Author

Prof. Sarah Earle is Professor of Primary Science Education at Bath Spa University (UK). She was a primary school teacher for 13 years, before moving into initial teacher education in 2012. She works closely with a range of organisations, including the Primary Science Quality Mark and the Association for Science Education. She leads a range of primary science projects across the four nations of the UK, including Teacher Assessment in Primary Science (TAPS), the Focus4TAPS professional learning program, and Nuffield Foundation research into primary science practical work. Her work involves co-researching with teachers to develop accessible support for primary science practice. She also edits the Research in Science & Technological Education journal and the practitioner-facing Journal of Emergent Science.

Dr. Chris Preston is Associate Professor in Science Education at the University of Sydney (Australia) where she teaches primary science in initial teacher education. Chris taught science in secondary (12 years) and primary (2 years) schools before specialising in kindergarten science (20 years) concurrent with university teaching. Awards for quality, innovation, and excellence in teaching and publishing mark her dedication to the teaching profession. Chris consults on primary science curriculum, develops resources for teachers and leads statewide professional learning e.g. Primary STEM Teacher Enrichment Academy. She is nationally recognised as co-editor of the book ‘Teaching Primary Science Constructively,’ to enhance the professional practice of teachers in primary schools.

Dr. Helen Georgiou is an Associate Professor of science education and a former teacher. Helen’s research focuses on conceptual understanding, STEM, literacy, and multimodal representation in science, including projects which involve students creating digital explanation products as assessment items, and exploring teachers and pre-service teachers’ engagement in makerspaces. Helen draws on the theoretical framework of Legitimation Code Theory and has a special interest in physics education. Helen teaches primary science as part of the undergraduate program at the University of Wollongong, Australia, and has been involved in developing the primary science curriculum and delivering associated professional learning.

Professor Ange Fitzgerald is nationally and internationally recognized for her academic activities that promote and enhance the professional practice of both pre-service and in-service teachers, particularly in primary science education. She describes her research as both conceptual and pragmatic, as she navigates the world of the pracademic. Ange seeks to understand what defines effective teaching practices and environments, as well as provide evidence-based practical implications and insights for educators. She is widely published (over 80 books, edited books, book chapters, and journal articles) and has significant success in attracting funding. Ange has provided nationwide leadership in professional associations aimed at science education researchers and science teachers.