Contains chapters on topics including the Bayesian approach to science, and nature of scientific laws. This book features developments in the realism/anti-realism debate. It is intended to be a university text in the philosophy of science, not just on science and philosophy courses but also in the social sciences such as sociology and psychology.
This title is part of a series of seven photocopiable science activity books for primary schools and home study. The books provide activities to support the teaching of science in the Foundation Stage, Key Stage 1 and Key Stage 2.
Making Every Science Lesson Count: Six Principles to Support Great Science Teaching goes in search of answers to the fundamental question that all science teachers must ask: `What can I do to help my students become the scientists of the future?'
The Pop Bottle bottle is a perfect miniature science lab - see through, flexible, air-tight when necessary, made out of a durable, shatter-proof plastic and designed with a removable top that doubles as a funnel. The Pop Bottle book is a lively, fully illustrated 96- page guide to astonishment.
What exactly is science? Stars and plants, rocks and soil, hurricanes and airplanes - science is all of these things and so much more. It's also about curiosity: asking questions and exploring possible answers.
Pop Sizzle Boom is a kid-friendly collection of 101 highly interactive science experiments designed to engage primary school aged children, encourage their natural curiosity, and transform them into scientists who love to question the world around them.
From keeping caterpillars to learning how honeybees communicate, this kit includes expert tips on where bugs lurk. Containing 30 fun projects, it allows you to catch bugs in the field with the bug catcher provided. It also includes stickers to decorate your books or projects.
Four colour new edition which focuses on creative ways of teaching Science and working scientifically, full of activities and ideas for practice that not only supports trainee placements but also their first year in teaching.
Asks what classroom teachers can do to make sure that their science teaching is stimulating and challenging for their students. This book covers topics that include: what do we mean by gifted and able children? gifted children that slip through the net; challenging science through modelling; and more.
Douglas Newton emphasises the need for teachers to use a variety of different kinds of talk, often in conjunction with practical activity, to support children's learning and understanding in primary science.
This book examines ways in which beliefs and values interact with science and science teaching. It looks at some of the spiritual, moral, social and cultural contexts within which science has developed and considers how these factors can affect the choice of scientific theory.
This resource focuses on access to the science curriculum for pupils with learning difficulties. Within an inclusive framework of participation and achievement for all, it provides support and ideas for the effective planning and implementation of well-differentiated science-focused activities.
Now in its 3rd edition, this book provides a prime resource for for enabling the effective teaching of science at primary level. It now also includes a CD-rom of 200 science investigations for use with young learners of science, to help trainee teachers explore the practical application of the topics covered in the book.
How do young children learn science, design and technology? How can we support young children and help them to develop scientific, design and technology skills? This text gives advice to show how parents, carers, teachers and other professionals can provide a learning environment and support children in this area of the curriculum.
The second of four comic-style books providing an introduction to the beginning of time. Cartoon illustrations accompany the text to retell the story of the Big Bang, evolution, dinosaurs and the beginning of mankind. Events are explained in simple terms with statistics and timelines included.
Who wants to change school science education and why? What mechanisms exist to effect change? What implications do they have for teachers' professionalism? These are the principal questions explored in this book. The authors focus on strategies for effecting change, including decentralized and statutory mechanisms, and the use of systems of assessment.
The authors question the effectiveness of centralized programmes in improving the quality of students' science education. They suggest that this arises from a failure to acknowledge the contribution that the science teaching profession must make to reform. They argue that sustained and effective change, embodying improvements in standards, depends upon promoting the initiativ
The third of four comic-style books providing an introduction to the beginning of time. Cartoon illustrations accompany the text to retell the story of the Big Bang, evolution, dinosaurs and the beginning of mankind. Events are explained in simple terms with statistics and timelines included.
The fourth of four comic-style books providing an introduction to the beginning of time. Cartoon illustrations accompany the text to retell the story of the Big Bang, evolution, dinosaurs and the beginning of mankind. Events are explained in simple terms with statistics and timelines included.
Offers a synthesis of ideas about teaching and learning that focuses on answering the question, 'How best should I teach science?' This book provides information on the appropriate science topics for key stage one and two, outlining the subject knowledge that a teacher needs, and the curriculum requirements and the best ways to go about teaching.
Explores the effective teaching and learning of issues relating to the impact of science in society. This book uses research case studies to examine the advantages and problems as science teachers try new learning approaches, including ethical analysis, use of media-reports, peer-group decision-making discussions and community projects.
The book argues that highly accomplished science teachers are also continually learning science teachers. It stresses the importance of learning through others, by participation in communities of science practitioners, as well as individual learning through classroom research.