000			08041cam a2200541 i 4500
001			on1019843053
003			OCoLC
005			20240430150319.0
008			171013s2018 enka b 001 0 eng
010			_a 2017047107
020			_a9781138225718
020			_a1138225711
020			_a9781138225725
020			_a113822572X
035			_a(OCoLC)1019843053 _z(OCoLC)1166645494 _z(OCoLC)1268266635
040			_aDLC _beng _erda _cDLC _dOCLCO _dOCLCF _dYDX _dLND _dSINLB _dAU@ _dUKUSR _dLUN _dOCLCO _dQE2 _dOCLCO
042			_apcc
050	0	0	_aLB 1585 _b.H298 2018
090			_aLB 1585 .H298 2018
100	1		_aHarlen, Wynne, _eauthor. _9193438
245	1	4	_aThe teaching of science in primary schools / _cWynne Harlen ; with Anne Qualter.
250			_aSeventh edition.
264		1	_aAbingdon, Oxon ; _aNew York, NY : _bRoutledge, an imprint of the Taylor & Francis Group, _c2018.
300			_axiii, 400 pages ; _c26 cm
336			_atext _btxt _2rdacontent
337			_aunmediated _bn _2rdamedia
338			_avolume _bnc _2rdacarrier
490	1		_aA David Fulton book
500			_a"A David Fulton book"---Front cover.
504			_aIncludes bibliographical references and index.
505	0		_aMachine 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		_aNote 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		_aNote 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		_aNote 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		_aNote 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		_aNote 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			_a"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	_aScience _xStudy and teaching (Elementary) _9193439
650		0	_aScience _xStudy and teaching (Primary) _9193440
650		7	_aEducation. _2eflch _9193442
650		7	_aScience _xStudy and teaching (Elementary) _2fast _9193439
650		7	_aEducation. _2ukslc _9193442
700	1		_aQualter, Anne, _d1955- _eauthor. _99968
830		0	_aDavid Fulton book. _9193443
942			_2lcc _cBOOK
948			_hNO HOLDINGS IN TSAUD - 39 OTHER HOLDINGS
999			_c50823 _d50823
907			_a50823