By identifying the scientific and design-related concepts, skills and activities being developed, the book enables the reader to make more focused diagnostic observations of young children and plan for how they can help move them forward in their learning. This second edition has been thoroughly updated and features:
Six new chapters providing practical advice and examples for enhancing scientific and technological learning through thematic approaches
Based on the latest research and the first hand experience, this practical and accessible book is essential reading for early years and primary students on undergraduate and Masters level courses.
Dan Davies is Head of Research and Graduate Affairs in the School of Education, Bath Spa University, UK. He is Professor of Science and Technology Education and leads the Centre for Research in Early Scientific Learning (CRESL), which is a Primary Science Teaching Trust Regional Hub.
Alan Howeis Acting Head of Department of Education and Childhood Studies at Bath Spa University and a founding member of CRESL.
Christopher Collieris a senior lecturer in Primary Science at Bath Spa University and a member of CRESL.
Rebecca Digbyis a senior lecturer in Primary and Early Years Education at Bath Spa University and a member of CRESL.
Sarah Earlespent 13 years teaching in primary schools in Bristol before moving to Bath Spa University as a senior lecturer on the Primary PGCE. She is also a member of CRESL.
Kendra McMahonspent 10 years as a primary school teacher in the South West of England before becoming a senior lecturer in Education at Bath Spa University and a founding member of CRESL.
Responding to the new curriculum, particularly ‘Working Scientifically’, this edition now includes:
New sections on whole-school assessment, mentoring, transitions and a topics-based approach.
Reference to the ‘big ideas’ of biology, chemistry and physics with chapters clearly related to this new subject structure.
Updated tables of progression in each topic area and reference to cross-curricular contexts.
New self-assessment questions for teachers, the option for higher-level thinking and further reading.
An updated chapter on subject leadership with an increasing emphasis on monitoring progress.
Bringing together research undertaken from a range of activities in the field, this book forms a comprehensive and clear guide, outlining the subject knowledge that a teacher needs, the curriculum requirements and the best ways to go about teaching. A practical guide ideal for students, trainees, mentors and other practising teachers, the book provides information on appropriate science topics for Key Stage 1 and 2.
The probes are invaluable formative assesment tools to use before you begin teaching a topic or unit. The detailed teacher materials that accompany each probe review science content, give connections to National Science Education Standards and Benchmarks; present developmental considerations; summarize relevant research on learning; and suggest instructional approaches for elementary, middle, and high school students. Other books may discuss students' general misconceptions about scientific thinking about scientific ideas. Only this one provides probes, single, reproducible sheets, you can use to determine students' thinking about, for example, photosynthesis, moon phases, conservation of matter, reflections, chemical change, and cells. Each probe has been field-tested with hundreds of students across multiple grade levels, so they're proven effective for helping your students reexamine and further develop their understanding of science concepts.
Compiled by authors with a wealth of experience in primary science and technology teaching, this book contains:
Over 250 entries;
Scientific definitions and pedagogical explanations;
Extensive commentaries of current issues in primary science;
A who's who of current and historical figures in the field of science and science education;
Annotated further reading lists.
This encyclopedia will be of interest to all teachers of 5 to 11-year-olds and anyone concerned with primary science and design and technology education.