An extensive knowledge of the primary science curriculum is not enough for trainee teachers, they need to know how to teach science in the primary classroom.
This is the essential teaching theory and practice text for primary science that takes a focused look at the practical aspects of teaching. It covers the important skills of classroom management, planning, monitoring, and assessment and relates these specifically to primary science, with new material on assessment without levels. New coverage on being a scientist is included to help readers understand how science teaching goes far beyond the curriculum, whilst practical guidance and features support trainees to translate their learning to the classroom. And to support students even further with the very latest strategies in classroom practice, this Eighth Edition now includes the following online resources on the new companion website:
- Practical lesson ideas for the classroom
- The Primary National Curriculum for science in Key Stages one and two
- Tips for planning primary science
- Useful web links for primary science teaching
Using this new edition with the supporting online material makes it an essential guide to effective and creative science teaching.
About the Author
Graham Peacock is Principal Lecturer in Education at Sheffield Hallam University. He has taught children across the primary and secondary age ranges.
Rob Johnsey, formerly a primary school teacher, lectured in primary science in the Institute of Education at the University of Warwick for several years.
Shirley Simon is Lecturer in the School of Education at King's College, London.
I was appointed Lecturer in Sociology in 2012. I am currently Ph D Programme Co-ordinator and convenor of three undergraduate modules. My research and teaching is concerned with the everyday life of urban public spaces. I am interested in, and encourage students to take an interest in, both the street-level politics of city life and the mundane accomplishment of mobility practices and interaction. These themes have been addressed through research on everyday sense-making in regenerated space, practices of street-based welfare and vulnerable urban groups and, most recently, an investigation of co-operative mobility practices. I also have an abiding interest in social science methodology as a topic of inquiry.
Table of Contents
1 Introduction 1
2 The nature of scientific understanding 6
3 Processes and methods of scientific enquiry 12
4 Children's ideas 25
5 Science in the Foundation Stage 37
6 Teaching strategies 53
7 Planning 66
8 Classroom organisation and management 81
9 Assessment, recording and reporting 94
10 Using ICT in science 108
11 Health and safety 122