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Starting Science . . . Again?: Making Progress in Science Learning

Starting Science . . . Again?: Making Progress in Science Learning

Starting Science . . . Again?: Making Progress in Science Learning
Stock photo: cover may vary

Starting Science . . . Again?: Making Progress in Science Learning Paperback - 2008

by Braund, M

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Description

Sage Publications Ltd, 2008. This is an ex-library book and may have the usual library/used-book markings inside.This book has soft covers. In good all round condition. Please note the Image in this listing is a stock photo and may not match the covers of the actual item,450grams, ISBN:9781847870094
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Details

  • Title Starting Science . . . Again?: Making Progress in Science Learning
  • Author Braund, M
  • Binding Paperback
  • Pages 184
  • Volumes 1
  • Language ENG
  • Publisher Sage Publications Ltd
  • Publication date 2008
  • Features Glossary, Index, Table of Contents
  • Bookseller's Inventory # 8740481
  • ISBN 9781847870094 / 1847870090
  • Weight 0.7 lbs (0.32 kg)
  • Dimensions 9.4 x 6.7 x 0.5 in (23.88 x 17.02 x 1.27 cm)
  • Category Science
  • Library of Congress subjects Science - Study and teaching (Secondary) -
  • Library of Congress Catalogue Number 2008933209
  • Dewey Decimal Code 507.1

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From the publisher

Why do pupils′ learning and motivation dip markedly as they move from primary to secondary school? Why is this situation worse in science than in any other curriculum subject?

This book combines reports on and reflection of best practice in improving progression and continuity of teaching and learning in science - particularly at the crucial transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression and learning in science, the book suggests practical ways of improving teaching and learning. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings.

Science teaching in secondary schools is often based on assumptions that children know or can do very little, so the job in the secondary school becomes one of showing pupils how to start ′doing science properly′, as if from scratch. The damage that this false view can do to pupils′ learning, motivation and confidence is clear. This book will help teachers to progress children′s learning more effectively and build meaningful and enjoyable science lessons.

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