Science for Children: Developing a Personal Approach to Teaching

Marilyn Fleer; Tim Hardy

ISBN 10: 0724811079 / ISBN 13: 9780724811076

Published by Prentice-Hall (Australia), 1996

About this Item

Used in a good condition, cover & extremities of pages shows slight wear from reading and storage.

Seller Inventory # 001955

Bibliographic Details

• Title: Science for Children: Developing a Personal Approach to Teaching
• Publisher: Prentice-Hall (Australia)
• Publication Date: 1996
• Language: English
• ISBN 10: 0724811079
• ISBN 13: 9780724811076
• Binding: Soft cover
• Condition: Good

About this title

Synopsis

Science for children is the leading Australian primary science KLA text for student teachers. The text is designed to be interactive, it challenges students to think about the nature and importance of science as well as offering practical classroom based strategies for students to commence their science teaching career. Although the text favours a constrsuctivist perspective, it offers four different approaches to teaching (See section 2). The aim is to encourage student teachers to consider a variety of approaches to teaching science as they are developing their own personal teaching framework. The text features many student exercises and tutorials as well as examples of students work. Teaching primary science has a clear focus on planning and program development and continues the discussion of gender and science teaching.Whilst providing an overview to a range of teaching approaches, the reader is encouraged to develop their own approach through exposure to, and experimentation with the advantages and disadvantages of each one. This is based on the assumption that it is only by doing so that students can develop their repertoire of teaching strategies and their concerns about teaching science can be addressed. Another distinctive feature of the book is the personal speaking style in which it is written. Readers are encouraged to engage with their ideas and feelings. The book is also highly interactive; students are invited to undertake many tasks.

About the Author

*Marilyn Fleer is a Senior Lecturer in Early Childhood Education at the University of Canberra. She completed her PhD in early childhood science education in 1992. Her research has concentrated on early childhood science, technology and learning theory. *Tim Hardy is an Associate Professor in Education at the University of Canberra. He received the University's Award for Excellence in Teaching in 1993. He convenes pre-service programs in primary science and leads professional development projects for teachers of science.