Download Making Progress in Primary Science: A Guide for Teachers and by Wynne Harlen, Christine Macro, Kathleen Reed, Mike Schilling PDF

By Wynne Harlen, Christine Macro, Kathleen Reed, Mike Schilling

This e-book is for lecturers and scholar academics seeking to enhance their perform in basic technological know-how. during the publication, the point of interest is at the studying of technological know-how as an investigative strategy wherein students increase an realizing of principles. this can be supported through modules on diversified facets of training and studying in technological know-how, together with: construction on kid's personal principles find out how to ask and resolution questions dealing with sensible paintings within the school room technology for extraordinarily kids potent evaluation, self-assessment and suggestions cross-curricular hyperlinks ICT and technology technological know-how open air the study room every one module includes of an creation to the point; workshop fabrics to aid academics think about instructing, making plans and handling basic technology; information approximately usual pitfalls and difficulties; and proposals for additional studying. This booklet is also used as a spouse to the ebook for direction leaders utilizing Making growth in fundamental technological know-how, 2d version. It follows the exact same module constitution and will be utilized by individuals in the course of their direction and as an invaluable source afterwards.

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Can we turn the felt into a poor ball-maker? 2 Focusing on the water drop, keeping the surface the same: Are all fluids good ball-makers? Can we turn the water into a poor ball-maker? ASKING AND RESPONDING TO QUESTIONS Notice how the ‘variables scan’ results in the development of productive questions that can be explored by the children. The original question has been turned to practical activity and children exploring along these lines will certainly enlarge their understanding of what is involved in the phenomenon.

Which are poor? What have the good ball-making fabrics in common? What surfaces are good ball-makers? What properties do these share with the good ball-making fabrics? Can we turn the felt into a poor ball-maker? 2 Focusing on the water drop, keeping the surface the same: Are all fluids good ball-makers? Can we turn the water into a poor ball-maker? ASKING AND RESPONDING TO QUESTIONS Notice how the ‘variables scan’ results in the development of productive questions that can be explored by the children.

Module 3 Teachers’ questions and responses to children’s questions INTRODUCTION This module is concerned with the role of questions in learning and teaching through enquiry. It concerns both the questions that teachers ask and the questions that children ask. In relation to the former we are concerned with the questions that help children to express their ideas, so that teachers can take these into account, and with the questions that promote children to use and develop enquiry skills. In relation to children’s questions, we consider their value in learning and thus the importance of encouraging questioning and, conversely, not discouraging it by the kind of response, or non-response, given.

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