When Primary Science was first published, it provided such valuable insight into the teacher's role in the science classroom that it quickly became the standard against which all other methods texts were measured. Now, sixteen years later, Wynne Harlen has revised her classic text, updating it with the most recent and pertinent research, while preserving the parts that have endured and need no change. 
 Primary Science is written for preservice and inservice classroom teachers in primary, elementary, and middle schools. It is particularly aimed at generalist teachers, who may not see themselves as "science teachers," yet have to teach science. But is also for science specialists and curriculum directors or leaders who are attempting to ensure that students' science activities offer genuine learning experiences. To that end, the book provides direct and detailed advice on what kinds of questions teachers should ask, how teachers can respond to children's "difficult" questions, how to develop and assess children's process skills, and how to support children's understandings through inquiry. 
 No other text is quite so accessible. The ideas Harlen presents are firmly grounded in classroom practice and illustrated by numerous classroom examples. Each chapter ends with a summary of main points that will enable readers to locate advice quickly and refer back to detailed discussions.

Primary Science: Taking the Plunge

Children's Books

Harlen, Wynne

Science, Nature & How It Works

Heinemann

"This book comes at just the right time, as teachers are being encouraged to re-examine current approaches to science instruction." -Lynn Rankin, Director, Institute for Inquiry, Exploratorium "Easy to read and comprehend with very explicit examples, it will be foundational for classroom teachers as they journey from novice teacher of science to expert." -Jo Anne Vasquez, Ph.D., Past President of the National Science Teachers Association "Teaching Science for Understanding is a comprehensive, exquisitely written guide and well-illustrated resource for high quality teaching and learning of inquiry-based science." -Hubert M. Dyasi, Ph.D., Professor of Science, City College and City University of New York Even though there is an unending supply of science textbooks, kits, and other resources, the practice of teaching science is more challenging than simply setting up an experiment. In Teaching Science for Understanding in Elementary and Middle Schools, Wynne Harlen focuses on why developing understanding is essential in science education and how best to engage students in activities that deepen their curiosity about the world and promote enjoyment of science. Teaching Science for Understanding in Elementary and Middle Schools centers on how to build on the ideas your students already have to cultivate the thinking and skills necessary for developing an understanding of the scientific aspects of the world, including: <ul>
<li>helping students develop and use the skills of investigation</li> <li>drawing conclusions from data through analyzing, interpreting, and explaining</li> <li>creating classrooms that encourage students to explain and justify their thinking</li> <li>asking productive questions to support students' understanding.</li> </ul>
Through classroom vignettes, examples, and practical suggestions at the end of each chapter, Wynne provides a compelling vision of what can be achieved through science education...and strategies that you can implement in your classroom right now.

Teaching Science for Understanding in Elementary and Middle Schools

Science & Math

Biological Sciences

Developing teacher assessment

"The authors are well-known in the Assessment field and this work presents their highly original analysis... [It] promotes a professional learning approach that will undoubtedly help educationalists in schools and across the schools sector in their quest to improve learning." Professor Mary James, University of Cambridge, UK. This book explores the processes involved in developing assessment practice. It argues that the role of teacher assessment needs to be put firmly at the forefront of the educational agenda and that assessment by teachers needs to be developed in a widespread, high quality and sustainable fashion. The authors, all members of the influential Assessment Reform Group, argue that the target-driven approach of external testing leads to problems, including 'teaching to the test' to the detriment of the wider curriculum, and motivational problems. In this book, they tackle the differences between formative and summative assessment and ask the question: "What is quality teacher assessment?" There is coverage of key professional learning dimensions including:   The purposes of assessment  The need for evidence to support innovation  The process and steps to develop new practice  Perceptions of what counts as quality assessment in schools The authors draw on these various perspectives to explain how teachers and schools can build on existing practice, and develop new practices, and how the system should react to support them. This book is essential reading for teachers, head teachers, local authority professionals, policy makers and academics.

Developing Teacher Assessment

Education & Teaching

Montgomery, Martin

Hayward, Louise

Stobart, Gordon

Gardner,John

Schools & Teaching

Open University Press

Making Progress in Primary Science: A Handbook for Professional Development and Preservice Course Leaders

This new and extensively revised edition of Progress in Primary Science is intended for all those involved in training teachers of primary school science, both preservice and on INSET courses. Its flexible modular structure enables course leaders to tailor their course to participants' needs. Each module can be studied individually or as part of an extended programme and contains notes for facilitators, photocopiable workshop materials, activities for practitioners and suggestions for further reading. Throughout the book the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including:  building on children's own ideas how to ask and answer questions managing practical work in the classroom  science for very young children effective assessment, self-assessment and feedback cross-curricular links ICT and science science outside the classroom. The companion study book currently available can be used by those participating on these courses. It follows the same modular structure and contains the same information as this book, and makes planning and delivering the course easier and less time consuming for the course leader.

Harlen, Dr Wynne

Routledge

This book is for teachers and student teachers looking to improve their practice in primary science. Throughout the book, the focus is on the learning of science as an investigative process through which pupils develop an understanding of ideas. This is supported by modules on different aspects of teaching and learning in science, including:  building on children's own ideas how to ask and answer questions managing practical work in the classroom science for very young children effective assessment, self-assessment and feedback cross-curricular links ICT and science science outside the classroom Each module comprises of an introduction to the aspect; workshop materials to help teachers reflect on teaching, planning and managing primary science; guidance about typical pitfalls and problems; and suggestions for further reading. This book can also be used as a companion to the book for course leaders using Making Progress in Primary Science, 2nd edition. It follows exactly the same module structure and can be used by participants during their course and as a useful resource afterwards.

Making Progress in Primary Science: A Study Book for Teachers and Student Teachers

Reed, Kathleen

Macro, Christine

Schilling, Mike

The Teaching of Science in Primary Schools

The Teaching of Science in Primary Schools provides essential information for all concerned with primary school education about all aspects of teaching science. It pays particular attention to inquiry-based teaching and learning because of the more general educational benefits that follow from using this approach. These benefits are often expressed in terms of developing general scientific literacy and fostering the ability to learn and the motivation to continue learning. This book also aims to help teachers focus on the ‘big’ or powerful ideas of science rather than teaching a series of unrelated facts. This leads children to an understanding of the nature, and limitations, of scientific activity. This fully expanded and updated edition explores: <ul><ul>
<li>The compelling reasons for starting science in the primary school. </li> <li>Within-school planning in the context of less prescriptive national requirements. </li> <li>The value of having in mind the ‘big ideas’ of science. </li> <li>The opportunities for children to learn through greater access to the internet and social networking. </li> <li>The expanding sources of materials and guidance now available to teachers on-line. </li> <li>Greater attention to school and teacher self-evaluation as a means of improving provision for children’s learning. </li> <li>The importance for both teachers and learners of reflecting on the process and content of their activities. </li> </ul></ul>
Other key aspects of teaching, such as:- questioning, the importance of discussion and dialogue, the formative and summative roles of assessment and strategies for helping children to develop understanding, skills, positive attitudes and enjoyment of science, are preserved. So also is the learner-centred approach with an emphasis on children learning to take some responsibility for their activities. This book is essential reading for all primary school teachers and those on primary education courses.

Qualter, Anne

David Fulton Publishers

A guide for teaching science throughout the primary school.

DEVELOPING SCIENCE IN THE PRIMARY CLASSROOM

Jelly, Sheila

Primary Science...taking the plunge: how to teach primary science more effectively

Developing Science in the Primary Classroom

Science for Kids

Longman

Enhancing Inquiry Through Formative Assessment

Brown, Ruth

Brand, Judith

Exploratorium Store

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