Teaching, learning and assessing science 5-12:
Gespeichert in:
| 1. Verfasser: | |
|---|---|
| Format: | Buch |
| Sprache: | English |
| Veröffentlicht: |
Los Angeles, Ca.
SAGE Publ.
2007
|
| Ausgabe: | 4. ed. - Repr. |
| Schlagworte: | |
| Online-Zugang: | Inhaltsverzeichnis |
| Beschreibung: | Rev. ed. of: Teaching and learning primary science. 2nd ed. c1993. - Hier auch später erschienene, unveränderte Nachdrucke Includes bibliographical references and index |
| Beschreibung: | XIII, 246 S. Ill. |
| ISBN: | 9781412908726 |
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Datensatz im Suchindex
| _version_ | 1804137754482704384 |
|---|---|
| adam_text | Contents
Acknowledgements
ix
Introduction
xi
Part I About learning in science
1
1
Learning in science
3
Introduction
3
Different views of learning
3
Some features of effective learning
5
Implications for teaching science
5-12 7
Summary
12
Further reading
12
2
Children learning
13
Introduction
13
Children observed
13
Common themes
23
Towards a model of the development of understanding
24
Testing the model
26
The role of science process skills
28
Summary
29
Further reading
29
3
The goals of science education
30
Introduction
30
What learning do we want to achieve through science education?
30
What learning in science is important for future citizens?
31
Science education for all
31
The nature of scientific activity
34
What are the implications for
5-
to 12-year-olds?
38
Summary
42
Further reading
42
Part II Opportunities for learning
43
4
Providing for development
5-12 45
Introduction
45
Opportunities for developing ideas
45
Opportunities for developing scientific process skills
49
Activities at different stages
52
Summary
58
Further reading
59
Contents
5
Teachers
and children s questions 60
Introduction 60
Teachers questions 60
Children s questions
65
Summary 70
Further reading 70
6
Motivation for learning 71
Introduction 71
The importance of motivation for learning 71
Different kinds of motivation 72
Fostering motivation for learning 73
Motivation for lifelong learning 76
Implications 79
Summary 79
Further reading
80
Part III Using assessment for learning
81
7
Helping learning: a framework for decisions
83
Introduction
83
The teacher s role in learning with understanding
83
Introducing the framework
84
The framework as formative assessment
88
Formative and summative assessment compared
90
The case for using assessment formatively
93
Summary
95
Further reading
95
8
Gathering and interpreting evidence of children s science process skills
96
and attitudes
Introduction
96
Clarifying meanings of process skills and attitudes
96
Gathering evidence of process skills and attitudes
100
Interpreting evidence of process skills and attitudes
104
Planning to assess process skills and attitudes
109
Summary 111
Further reading 111
9
Helping development of process skills and attitudes of science
112
Introduction
112
Promoting the use of process skills
112
Common strategies for process skill development
124
Helping the development of scientific attitudes
125
Summary
128
Further reading
128
Contents
í
:їЦ
10
Gathering and interpreting evidence of children s ideas
130
Introduction
130
Ways of gathering evidence of children s ideas
130
Some examples of children s ideas
136
General characteristics of children s ideas
145
Interpreting evidence of children s ideas
147
Planning to assess children s ideas
150
Summary
150
Further reading
150
11
Helping the development of scientific ideas
151
Introduction
151
General strategies for helping children to develop their ideas
151
Extending children s experience
153
Helping children to test their ideas
154
Providing access to alternative ideas
155
Promoting communication, dialogue and reflection
159
Summary
165
Further reading
165
12
The children s role in using assessment for learning
167
Introduction
167
Why involve children in the formative assessment of their work?
167
Sharing goals of learning
168
Helping children to know what standard to aim for
170
Children s role in deciding and taking next steps: using feedback
172
Summary
177
Further reading
177
Part IV Managing learning in science
179
13
Summarising and recording learning
181
Introduction
181
The purposes of assessment
181
Summarising achievement for internal school purposes
182
The impact of national tests
192
Making and using records
196
Summary
199
Further reading
200
14
Resources for learning science
201
Introduction
201
The purposes that resources serve in primary science
201
Safety first
202
Selection and storage of resources
203
Resources for study
206
Contents
Resources
to support investigations: using
ІСГ
211
Sources of information
214
visitors and links
217
Summary
218
Further reading
218
15
Managing science at the school level
220
Introduction
220
The role of the science subject leader
221
Curriculum planning at the school level
223
Keeping the programme under review
225
Professional development
230
Summary
233
Further reading
234
References
235
Index
243
|
| adam_txt |
Contents
Acknowledgements
ix
Introduction
xi
Part I About learning in science
1
1
Learning in science
3
Introduction
3
Different views of learning
3
Some features of effective learning
5
Implications for teaching science
5-12 7
Summary
12
Further reading
12
2
Children learning
13
Introduction
13
Children observed
13
Common themes
23
Towards a model of the development of understanding
24
Testing the model
26
The role of science process skills
28
Summary
29
Further reading
29
3
The goals of science education
30
Introduction
30
What learning do we want to achieve through science education?
30
What learning in science is important for future citizens?
31
Science education for all
31
The nature of scientific activity
34
What are the implications for
5-
to 12-year-olds?
38
Summary
42
Further reading
42
Part II Opportunities for learning
43
4
Providing for development
5-12 45
Introduction
45
Opportunities for developing ideas
45
Opportunities for developing scientific process skills
49
Activities at different stages
52
Summary
58
Further reading
59
Contents
5
Teachers'
and children's questions 60
Introduction 60
Teachers' questions 60
Children's questions
65
Summary 70
Further reading 70
6
Motivation for learning 71
Introduction 71
The importance of motivation for learning 71
Different kinds of motivation 72
Fostering motivation for learning 73
Motivation for lifelong learning 76
Implications 79
Summary 79
Further reading
80
Part III Using assessment for learning
81
7
Helping learning: a framework for decisions
83
Introduction
83
The teacher's role in learning with understanding
83
Introducing the framework
84
The framework as formative assessment
88
Formative and summative assessment compared
90
The case for using assessment formatively
93
Summary
95
Further reading
95
8
Gathering and interpreting evidence of children's science process skills
96
and attitudes
Introduction
96
Clarifying meanings of process skills and attitudes
96
Gathering evidence of process skills and attitudes
100
Interpreting evidence of process skills and attitudes
104
Planning to assess process skills and attitudes
109
Summary 111
Further reading 111
9
Helping development of process skills and attitudes of science
112
Introduction
112
Promoting the use of process skills
112
Common strategies for process skill development
124
Helping the development of scientific attitudes
125
Summary
128
Further reading
128
Contents
í
:їЦ"
10
Gathering and interpreting evidence of children's ideas
130
Introduction
130
Ways of gathering evidence of children's ideas
130
Some examples of children's ideas
136
General characteristics of children's ideas
145
Interpreting evidence of children's ideas
147
Planning to assess children's ideas
150
Summary
150
Further reading
150
11
Helping the development of scientific ideas
151
Introduction
151
General strategies for helping children to develop their ideas
151
Extending children's experience
153
Helping children to test their ideas
154
Providing access to alternative ideas
155
Promoting communication, dialogue and reflection
159
Summary
165
Further reading
165
12
The children's role in using assessment for learning
167
Introduction
167
Why involve children in the formative assessment of their work?
167
Sharing goals of learning
168
Helping children to know what standard to aim for
170
Children's role in deciding and taking next steps: using feedback
172
Summary
177
Further reading
177
Part IV Managing learning in science
179
13
Summarising and recording learning
181
Introduction
181
The purposes of assessment
181
Summarising achievement for internal school purposes
182
The impact of national tests
192
Making and using records
196
Summary
199
Further reading
200
14
Resources for learning science
201
Introduction
201
The purposes that resources serve in primary science
201
Safety first
202
Selection and storage of resources
203
Resources for study
206
Contents
Resources
to support investigations: using
ІСГ
211
Sources of information
214
visitors and links
217
Summary
218
Further reading
218
15
Managing science at the school level
220
Introduction
220
The role of the science subject leader
221
Curriculum planning at the school level
223
Keeping the programme under review
225
Professional development
230
Summary
233
Further reading
234
References
235
Index
243 |
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| title | Teaching, learning and assessing science 5-12 |
| title_auth | Teaching, learning and assessing science 5-12 |
| title_exact_search | Teaching, learning and assessing science 5-12 |
| title_exact_search_txtP | Teaching, learning and assessing science 5-12 |
| title_full | Teaching, learning and assessing science 5-12 Wynne Harlen |
| title_fullStr | Teaching, learning and assessing science 5-12 Wynne Harlen |
| title_full_unstemmed | Teaching, learning and assessing science 5-12 Wynne Harlen |
| title_short | Teaching, learning and assessing science 5-12 |
| title_sort | teaching learning and assessing science 5 12 |
| topic | Naturwissenschaft Science Study and teaching (Elementary) Science Ability testing Science Study and teaching (Elementary) Great Britain Naturwissenschaftlicher Unterricht (DE-588)4041425-5 gnd Grundschulunterricht (DE-588)4022354-1 gnd |
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