MARC details
| 000 -LEADER |
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| fixed length control field |
08041cam a2200541 i 4500 |
| 001 - CONTROL NUMBER |
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| control field |
on1019843053 |
| 003 - CONTROL NUMBER IDENTIFIER |
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| control field |
OCoLC |
| 005 - DATE AND TIME OF LATEST TRANSACTION |
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| control field |
20240430150319.0 |
| 008 - FIXED-LENGTH DATA ELEMENTS--GENERAL INFORMATION |
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| fixed length control field |
171013s2018 enka b 001 0 eng |
| 010 ## - LIBRARY OF CONGRESS CONTROL NUMBER |
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| LC control number |
2017047107 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781138225718 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
1138225711 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
9781138225725 |
| 020 ## - INTERNATIONAL STANDARD BOOK NUMBER |
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| International Standard Book Number |
113822572X |
| 035 ## - SYSTEM CONTROL NUMBER |
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| System control number |
<a href="(OCoLC)1019843053">(OCoLC)1019843053</a> |
| Canceled/invalid control number |
(OCoLC)1166645494 |
| -- |
(OCoLC)1268266635 |
| 040 ## - CATALOGING SOURCE |
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| Original cataloging agency |
DLC |
| Language of cataloging |
eng |
| Description conventions |
rda |
| Transcribing agency |
DLC |
| Modifying agency |
OCLCO |
| -- |
OCLCF |
| -- |
YDX |
| -- |
LND |
| -- |
SINLB |
| -- |
AU@ |
| -- |
UKUSR |
| -- |
LUN |
| -- |
OCLCO |
| -- |
QE2 |
| -- |
OCLCO |
| 042 ## - AUTHENTICATION CODE |
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| Authentication code |
pcc |
| 050 00 - LIBRARY OF CONGRESS CALL NUMBER |
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| Classification number |
LB 1585 |
| Item number |
.H298 2018 |
| 090 ## - LOCALLY ASSIGNED LC-TYPE CALL NUMBER (OCLC); LOCAL CALL NUMBER (OCLC) |
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| Classification number (OCLC) (R) ; Classification number, CALL (RLIN) (NR) |
LB 1585 .H298 2018 |
| 100 1# - MAIN ENTRY--PERSONAL NAME |
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| Personal name |
Harlen, Wynne, |
| Relator term |
author. |
| 9 (RLIN) |
193438 |
| 245 14 - TITLE STATEMENT |
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| Title |
The teaching of science in primary schools / |
| Statement of responsibility, etc |
Wynne Harlen ; with Anne Qualter. |
| 250 ## - EDITION STATEMENT |
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| Edition statement |
Seventh edition. |
| 264 #1 - PRODUCTION, PUBLICATION, DISTRIBUTION, MANUFACTURE STATEMENTS |
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| Place of production, publication, distribution, manufacture |
Abingdon, Oxon ; |
| -- |
New York, NY : |
| Name of producer, publisher, distributor, manufacturer |
Routledge, an imprint of the Taylor & Francis Group, |
| Date of production, publication, distribution, manufacture |
2018. |
| 300 ## - PHYSICAL DESCRIPTION |
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| Extent |
xiii, 400 pages ; |
| Dimensions |
26 cm |
| 336 ## - CONTENT TYPE |
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| Content Type Term |
text |
| Content Type Code |
txt |
| Source |
rdacontent |
| 337 ## - MEDIA TYPE |
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| Media Type Term |
unmediated |
| Media Type Code |
n |
| Source |
rdamedia |
| 338 ## - CARRIER TYPE |
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| Carrier Type Term |
volume |
| Carrier Type Code |
nc |
| Source |
rdacarrier |
| 490 1# - SERIES STATEMENT |
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| Series statement |
A David Fulton book |
| 500 ## - GENERAL NOTE |
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| General note |
"A David Fulton book"---Front cover. |
| 504 ## - BIBLIOGRAPHY, ETC. NOTE |
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| Bibliography, etc |
Includes bibliographical references and index. |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Machine generated contents note: pt. 1 Compelling reasons for teaching science in primary schools -- 1.The importance of primary school science -- Introduction -- Science education for everyone -- The knowledge explosion and `big' ideas -- Reasons for an early start to science education -- The contribution of primary science to scientific literacy -- Summary -- 2.Primary school science curricula in the UK -- Introduction -- Early curriculum development in the UK -- Science curricula in the twenty-first century -- Comment: diverse approaches, similar aims -- Summary -- 3.Primary science in action -- Introduction -- Key features of practice in primary science -- Case studies -- Summary -- 4.Experiences for learning science -- Introduction -- Key features of learning experiences -- Evaluating and enriching activities -- Summary -- pt. 2 About children's learning -- 5.What we know about children's learning -- Introduction -- Views of learning |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Note continued: What do we learn about learning from neuroscience? -- Implications for learning -- Summary -- 6.Children's ideas -- Introduction -- Reasons for taking children's ideas seriously -- Examples of children's ideas -- Characteristics of children's ideas -- Summary -- 7.Learning through talking -- Introduction -- Talk in the context of literacy -- The importance of talk -- Dialogic teaching: the teacher's role -- Introducing scientific words -- Organising class and group discussions -- Summary -- 8.Learning through inquiry -- Introduction -- Learning in the case studies -- A model of inquiry-based learning in science -- The role of inquiry skills -- Evidence of the effectiveness of inquiry-based science -- Learning through inquiry in other subjects -- Different kinds of inquiry in science -- Summary -- 9.Learning with ICT -- Introduction -- New tools for learning -- Digital literacy -- Roles of ICT in learning science -- Selecting ICT tools -- Summary |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Note continued: pt. 3 The teacher's roles -- 10.Teachers' and children's questions -- Introduction -- Teachers' questions -- Children's questions -- Handling children's questions -- Summary -- 11.Helping progression in scientific ideas -- Introduction -- Describing progression -- The process of progression -- Strategies for developing children's ideas -- Summary -- 12.Helping progression in inquiry skills -- Introduction -- Inquiry skills and the development of understanding -- Strategies for developing inquiry skills -- Developing cross-curricular skills -- Summary -- 13.Teaching for enjoyment, motivation and scientific attitudes -- Introduction -- What schools teach: the whole curriculum -- Motivation for learning -- Extrinsic and intrinsic motivation -- Attitudes and learning -- Summary -- pt. 4 Assessment and learning -- 14.Assessment purposes -- Introduction -- Meaning and purposes of assessment -- Assessment procedures |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Note continued: Key features of assessments for learning and of learning -- How good is the assessment? -- Summary -- 15.Gathering evidence to help learning -- Introduction -- Having clear goals in mind -- Gaining access to children's ideas and inquiry skills -- Summary -- 16.Interpreting evidence for feedback -- Introduction -- Using indicators to interpret evidence -- Using indicators to identify next steps -- Feedback from formative assessment -- Summary -- 17.Children's role in formative assessment -- Introduction -- Children's role in assessing their work -- Communicating goals -- Communicating expectations of quality -- Involving children in deciding next steps -- Peer-assessment -- Summary -- 18.Summative assessment and reporting -- Introduction -- Information for summative assessment -- Using tests or tasks -- Using evidence gathered by teachers -- Building a record of best work -- Increasing validity and reliability of teachers' judgements |
| 505 0# - FORMATTED CONTENTS NOTE |
|---|
| Formatted contents note |
Note continued: Uses of summative assessment -- Summary -- pt. 5 Planning environments for learning science -- 19.School level planning -- Introduction -- Evolution of subject leadership -- Roles of the science subject leader -- Issues in planning -- Summary -- 20.Class level planning -- Introduction -- Two-stage lesson planning -- General planning -- Detailed planning -- Creative teaching for creative learning -- Summary -- 21.Sources and resources for practical inquiry -- Introduction -- The value of practical work -- Features of effective practical work -- Organising group practical work -- Equipment and resources -- Safety in and out of school -- Sources of activities and materials -- Summary -- 22.Providing for learning outside the classroom -- Introduction -- Why learning outside the classroom? -- Extending the range of resources for learning -- Locations for learning outside the classroom -- Making the most of visits -- Summary -- 23.Inclusive science education |
| 505 0# - FORMATTED CONTENTS NOTE |
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| Formatted contents note |
Note continued: Introduction -- Provision for all -- Specific learning difficulties -- Relevance to learning science -- Summary -- pt. 6 Accountability and evaluation of practice -- 24.Evaluating provision at the class level -- Introduction -- Meaning and implications of accountability -- Formative evaluation at the class level -- Records to keep -- A tool for evaluating inquiry-based learning opportunities -- Summary -- 25.Evaluating provision at the school level -- Introduction -- The role of school self-evaluation -- School self-evaluation frameworks -- Evaluating provision for science -- Data for school self-evaluation in science -- Summary -- 26.Enhancing provision for children's learning in science -- Introduction -- Continuing improvement: the subject leader's role -- Supporting and advising colleagues: the subject leader's role -- Provision of continuing professional development -- Sources of continuing professional development -- Summary. |
| 520 ## - SUMMARY, ETC. |
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| Summary, etc |
"Now in a fully updated seventh edition, The Teaching of Science in Primary Schools provides essential information for students, trainee, and practising teachers about the why, what and how of teaching primary science. Paying particular attention to inquiry-based teaching and learning, the book recognises the challenges of teaching science, and provides suggestions and examples aimed to increase teachers' confidence and pupils? enjoyment of the subject." -- Provided by publisher. |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Science |
| General subdivision |
Study and teaching (Elementary) |
| 9 (RLIN) |
193439 |
| 650 #0 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Science |
| General subdivision |
Study and teaching (Primary) |
| 9 (RLIN) |
193440 |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Education. |
| Source of heading or term |
eflch |
| 9 (RLIN) |
193442 |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Science |
| General subdivision |
Study and teaching (Elementary) |
| Source of heading or term |
fast |
| 9 (RLIN) |
193439 |
| 650 #7 - SUBJECT ADDED ENTRY--TOPICAL TERM |
|---|
| Topical term or geographic name as entry element |
Education. |
| Source of heading or term |
ukslc |
| 9 (RLIN) |
193442 |
| 700 1# - ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
Qualter, Anne, |
| Dates associated with a name |
1955- |
| Relator term |
author. |
| 9 (RLIN) |
9968 |
| 830 #0 - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| Uniform title |
David Fulton book. |
| 9 (RLIN) |
193443 |
| 942 ## - ADDED ENTRY ELEMENTS (KOHA) |
|---|
| Source of classification or shelving scheme |
Library of Congress Classification |
| Item type |
Books |
| 948 ## - LOCAL PROCESSING INFORMATION (OCLC); SERIES PART DESIGNATOR (RLIN) |
|---|
| h (OCLC) |
NO HOLDINGS IN TSAUD - 39 OTHER HOLDINGS |
| 907 ## - LOCAL DATA ELEMENT G, LDG (RLIN) |
|---|
| a |
50823 |