
- 184 pages
- English
- PDF
- Available on iOS & Android
About this book
Why do pupils? learning and motivation slow down 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 of and reflection on best practice in improving progression and continuity of teaching and learning in science - particularly at that transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression, learning and application of science, the book suggests practical ways of improving teaching and learning in science. 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 assess children?s prior knowledge effectively and build meaningful and enjoyable science lessons.
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Information
Table of contents
- Cover
- Contents
- Preface: A Tale of Two Entrants
- Acknowledgements
- Introduction
- 1Progression and Continuity in Learning Science
- 2 Moving up – but Why Don’t They Always Move on?
- 3 Moving to the Big School:Part 1 – Children’s Voices
- 4 Moving to the Big School:Part 2 – Teachers’ Voices
- 5 Bridging the Divide: Part 1
- 6 Bridging the Divide:Part 2 – Science Bridging Units
- 7 Beyond Bridging
- 8 In the Know: Using Assessment and Recording to Improve Transfer in Science
- 9 Sharing Practice
- 10 Better Progression and Continuity in Science:Implications for Practice
- Glossary
- References
- Useful Websites
- Index