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This book is written for preservice and inservice classroom teachers in primary, elementary, and middle schools.
Wynne Harlen has spent a lifetime as a teacher, researcher, and author in science education. Until recently, she was Director of the Scottish Council for Research in Education and before that was Professor of Science Education and Head of the Education Department at the University of Liverpool. In 1991, she was honored by the Queen for her services to education. Harlen is now Visiting Professor at the University of Bristol, editor of Primary Science Review, and a consultant to various science projects in the United States and United Kingdom.
| Acknowledgments | ||
| Introduction | ||
| 1 | Why Science? What Science? | 1 |
| 2 | Bringing Children and Science Together | 13 |
| Motivation for Learning | 14 | |
| Use of Evidence | 18 | |
| The Classroom Atmosphere | 21 | |
| 3 | The Right Question at the Right Time | 25 |
| What Is a "Wrong" Question? | 26 | |
| Productive Questions | 27 | |
| Teachers' How and Why Questions | 30 | |
| Childrens' How and Why Questions | 32 | |
| Teachers' Explanations | 33 | |
| 4 | Helping Children Raise Questions - and Answering Them | 36 |
| Improving Teachers' Questioning Skills | 38 | |
| Establishing a Classroom Climate Conducive to Children's Question Asking | 39 | |
| Handling Children's Spontaneous Questions | 43 | |
| 5 | Taking Children's Own Ideas Seriously | 48 |
| Examples of Children's Ideas | 49 | |
| Why Might Children Hold These Ideas? | 55 | |
| Finding Out Children's Ideas | 57 | |
| What Can We Do to Change Children's Ideas? | 60 | |
| Involving the Children | 62 | |
| 6 | Helping Children to Plan and Interpret Investigations | 65 |
| Different Kinds of Investigations | 65 | |
| Planning Investigations | 67 | |
| The Skills Involved in Planning | 70 | |
| Interpreting Findings | 77 | |
| Ways of Helping Children's Planning | 78 | |
| 7 | Helping Children to Observe | 85 |
| About Observation | 85 | |
| Aspects of Observation | 87 | |
| The Teacher's Role | 92 | |
| 8 | Helping Children to Communicate | 100 |
| Discussion | 100 | |
| Children's Notebooks/Journals | 105 | |
| Drawing, Painting, and Modeling | 109 | |
| 9 | Assessing for Learning | 119 |
| Meanings and Purposes | 119 | |
| Why Formative Assessment? | 123 | |
| Using Assessment to Adapt Teaching | 124 | |
| Feedback from Teacher to Children | 129 | |
| Children Assessing Their Own Work | 130 | |
| References | 136 | |
| Index | 138 |
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