Synopses & Reviews
eaching, Learning and Assessing Science 5 -12 is a new and totally revised edition of Teaching and Learning Primary Science. The author provides a theoretical rationale for why science should be taught in particular ways, and ideas and examples of how to do it.
The opening chapters show how children learn, and discuss the nature of the goals of teaching science to children aged 5 - 12. It is teachers' understanding of these things that determines the kind of learning experiences they provide for children. Evidence is provided to support a constructivist view: a view of learning which recognizes that children already have ideas about the world around them, formed from their every-day experiences and every-day ways of thinking. The teacher's role is to help children to build their understanding and change their ideas towards the more scientific view. In science, this means through inquiry, which involves first-hand investigation of materials, the use of books and other resources and discussion. Several chapters describe and illustrate aspects of the teacher's role in bringing about this learning, including planning and providing learning resources.
A key feature of Teaching Learning and Assessing Science 5-12 is the attention given to assessment, particularly assessment that has a formative role in teaching and learning. Research shows that improving formative assessment can raise the standard of children's achievement.
Separate chapters deal with the central activities in formative assessment:
- Gathering evidence about children's ideas, skills and attitudes
- Interpreting the evidence in terms of the progressive development towardsgoals
- Using it to advance children's learning
Children themselves have a role in assessing their own progress and helping to decide how to take the next steps in their work.
Assessment for the different purpose of recording and reporting progress is also considered. The final chapter deals with the evaluation of teaching and whole-school provision to promote children's learning through inquiry.
Synopsis
Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is certainly a book which will be highly recommended, referred to on many occasions and used extensively′
- Dr Derek Bell, Chief Executive, The Association for Science Education
This thoroughly revised and completely up-to-date new edition provides an excellent theoretical framework for teaching science that is firmly grounded in classroom practice and covers all stages of education for students aged five to 12 years.
The author details a constructivist view of learning, which recognizes that children already have ideas about the world in which they live, and gives advice on how teachers can help children to develop their understanding and change their perception to a more scientific view. A particular feature is the focus on formative assessment as a framework for discussion on how to help students develop their understanding, enquiry skills and positive attitudes to scientific investigation.
The wide range of topics covered include:
The nature of students′ learning in science
The goals of science education
Gathering and interpreting information about students′ ′s ideas
Helping development of scientific ideas
Gathering and interpreting evidence of students′ enquiry skills and attitudes
Strategies for helping development of students′ qnquiry skills and attitudes
The learner′s role in learning
Summarising and reporting learning
Motivating learning
Teachers and children′s questions
Resources for learning science
Managing science in the school
Each chapter features useful summaries, points for reflection and further reading, making this acclaimed book indispensable reading for all primary and practitioners and students who want a book that will authoritatively inform, inspire and instruct their science teaching.