Teaching Primary Science: Promoting Enjoyment and Developing Understanding
Peter Loxley, Lyn Dawes, Babs Dore
Format: PDF / Kindle (mobi) / ePub
'Thought-provoking and entices the reader to take a discerning look at science.'
Claire Garven, MA Senior Lecturer at the University of the West of England, Bristol, UK.
˜An approach to planning and teaching primary science that gives children permission to question their own preconceptions. This enables teachers to encourage children to actively think and discuss what they see, and give reasons for their developing scientific ideas. Strongly recommended for teachers who want their children to learn to think scientifically.'
Jane Gibson, Senior Lecturer and Coordinator of primary science in ITE at the University of St Mark and St John (Marjon), UK
This second edition brings science subject knowledge and pedagogy together to support, inform and inspire those training to teach primary science.
Written in a clear and accessible way, the book provides comprehensive coverage of science themes. Ideas for teaching and examples from practice provide a basis for inspiring children to explore science and look at the world in new and intriguing ways.
Ideas for practice exemplify how you can help children to use scientific knowledge and concepts to satisfy their curiosity about natural phenomena.
Something to think about
scenarios help to extend and develop your own understanding of key ideas.
The companion website includes links to suggested reading and Teachers TV clips for your own development and for use in the classroom.
New to this edition
A new chapter called Views of Science Learning encourages the teacher to take a central role in helping children develop scientific attitudes, skills and conceptual understanding.
Learning Outside the Classroom
is a new chapter that provides ideas and guidance that helps to develop childrenâ€™s scientific skills and knowledge, while also promoting positive attitudes to science.
New Global Dimensions sections offer starting points for discussion and research into how scientific ideas can be positively applied and can be used to evaluate the impact of human activity on the natural world.
and Science Discussion sections enable you to develop children's scientific knowledge and verbal reasoning skills.
demonstrating to friends the heating effect of electrical currents when he noticed that a nearby compass needle moved every time he turned on the circuit. This has become known as the electromagnetic effect. When a current flows through a wire, it creates a magnetic field in the space around the wire. This discovery led to the development of electromagnets, which are made from coils of wire around an iron core. Increasing the number of coils increases the strength of the magnetic field. Can we
the pots of gold buried by leprechauns. Phases of the Moon, eclipses and the way the positions of the planets change all contribute excitement to stories. This is to our advantage as science teachers. Children’s everyday ideas are valuable starting points for discussion and can lead on to activities which help to establish a more scientific point of view. We can tap into the power of stories and poems. We can also ensure that we encourage children to create hypothetical and testable concepts of
mammal’s. However, frogs also use another organ to detect sound: they use their lungs. Scientists have found that frogs have an unbroken air link from the lungs to the eardrums. It seems that this link helps the frog to locate sounds and also possibly to protect the ears from its own loud calls. Frogs can call extremely loudly (up to about 95 decibels) – the sound equivalent of a train whistle. It is thought that the lungs help to protect the ears by equalising the pressure on the inside and
puzzle. Scientific enquiry To explore the advantages of having two ears, play a different version of the King’s keys game. Again, the King sits blindfolded on his throne with the other children surrounding him in a big circle. This time, each child has an instrument with which to make a sound. Children are chosen randomly to make a sound with their instruments and the King has to point to where he thinks the sound is coming from and to describe the instrument. The game continues until all the
past, such as those of the ancient Greeks, Romans and Aztecs, believed that phenomena such as thunder and lightning, droughts, earthquakes and pestilence were caused by the actions of malevolent gods. As a result, sacrifices were offered to persuade the gods not to wreak havoc on the world. Today, people’s religious beliefs are based on the interpretation of ancient texts such as the Jewish Torah, the Christian Bible and the Muslim Qur’an (Koran). How is scientific knowledge different from