Download Primary Science: The Challenge of the 1990s by Lynn D. Newton PDF
By Lynn D. Newton
The booklet discusses the advanced nature of knowing and what it capacity to educate for realizing. The procedures and methods which can help educating for figuring out are then exemplified within the context of other components of the first / user-friendly (4-11 years) college curriculum.
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Additional resources for Primary Science: The Challenge of the 1990s
Sample text
The aim would be to ensure that the teacher could see what the material was trying to do, why it was doing it, how to use it, recognise its strengths and weaknesses, and supplement or adapt it as necessary. Many schools are in a position to do this for themselves or with the support of an adviser. 'What we have most to wish for,' said Matthew Arnold, 'is the guidance of a good textbook' (Silver, 1977) and for many teachers, a good textbook is their main source of in-service training. Appendix: Children Doing Science Circle the year(s) this relates to: R 12 3 4 5 6 1.
Introduction Emphasising investigative skills as well as knowledge in primary science has become and remained an accepted principle within the National Curriculum, despite several revisions of the document and despite the increasingly critical reviews of 'process science' such as those by Millar & Driver (1987) and more recently Claxton (1991). It is also clear that practice in primary schools is still a long way from matching up to the ideals of the National Curriculum in this respect, even though the emphasis on science as a core subject has increased, and most teachers now include something called science in their schemes (ASE, 1988; Kinder & Harland, 1991).
Executing an investigation: in which the determined way is enacted. Concluding: 'deciding what the results mean', 'interpreting and evaluating data', inferring from data. Communicating: 'keeping a record' and 'reporting in an appropriate manner'. (NCC, 1989) The fifth intention was to determine what the teachers thought was the relationship between their activities and the scientific skills and processes described by the National Curriculum. They were asked to select the National Curriculum groups of intellectual and practical skills that they considered their activity to practise: (i) plan, hypothesise and predict (ii) design and carry out investigations (iii) interpret results and findings (iv) draw inferences (v) communicate exploratory tasks and experiments (DES, 1989) The teachers' views were compared with the type of activity they offered.