Primary Science

A Guide to Teaching Practice
Second Edition
Mick Dunne - Manchester Metropolitan University, UK
Alan Peacock - University of Exeter, UK
Primary Science
November 2014 | 312 pages | Sage UK
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Description

Why is science hard to teach? What types of scientific investigation can you use in the primary classroom?

Touching on current curriculum concerns and the wider challenges of developing high-quality science education, this book is an indispensable overview of important areas of teaching every aspiring primary school teacher needs to understand including: the role of science in the curriculum, communication and literacy in science teaching, science outside the classroom, transitional issues and assessment.

Key features of this second edition include:

• A new chapter on science in the Early Years

• A new practical chapter on how to work scientifically

• Master’s-level ‘critical reading’ boxes in every chapter linking topics to relevant specialist literature

• Expanded coverage of creativity, and link science to numeracy and computing

This is essential reading for all students studying primary science on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, School Direct, SCITT), and also NQTs.

Mick Dunne is Senior Lecturer in Science Education at Manchester Metropolitan University
Alan Peacock is Honorary Research Fellow at the University of Exeter

Contents

The Current Context of Primary Science Teaching

The Current Context of Primary Science Teaching

Why is Science Hard to Teach?

Why is Science Hard to Teach?

Doing Science

Doing Science

Play-based Science

Play-based Science

Linking Science to the Wider Curriculum

Linking Science to the Wider Curriculum

Science and Computing

Science and Computing

Science and Mathematics Connections

Science and Mathematics Connections

Learning Science Beyond the Classroom

Learning Science Beyond the Classroom

Learning Science Through Talk

Learning Science Through Talk

Tricky Topics and How to Teach Them

Tricky Topics and How to Teach Them

Planning for Assessment for Learning

Planning for Assessment for Learning

Transitions in Science Education

Transitions in Science Education

Effective Inclusive Practice in Primary Science

Effective Inclusive Practice in Primary Science

A Way Forward

A Way Forward

Description

Why is science hard to teach? What types of scientific investigation can you use in the primary classroom?

Touching on current curriculum concerns and the wider challenges of developing high-quality science education, this book is an indispensable overview of important areas of teaching every aspiring primary school teacher needs to understand including: the role of science in the curriculum, communication and literacy in science teaching, science outside the classroom, transitional issues and assessment.

Key features of this second edition include:

• A new chapter on science in the Early Years

• A new practical chapter on how to work scientifically

• Master’s-level ‘critical reading’ boxes in every chapter linking topics to relevant specialist literature

• Expanded coverage of creativity, and link science to numeracy and computing

This is essential reading for all students studying primary science on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, School Direct, SCITT), and also NQTs.

Mick Dunne is Senior Lecturer in Science Education at Manchester Metropolitan University
Alan Peacock is Honorary Research Fellow at the University of Exeter

Contents

The Current Context of Primary Science Teaching

The Current Context of Primary Science Teaching

Why is Science Hard to Teach?

Why is Science Hard to Teach?

Doing Science

Doing Science

Play-based Science

Play-based Science

Linking Science to the Wider Curriculum

Linking Science to the Wider Curriculum

Science and Computing

Science and Computing

Science and Mathematics Connections

Science and Mathematics Connections

Learning Science Beyond the Classroom

Learning Science Beyond the Classroom

Learning Science Through Talk

Learning Science Through Talk

Tricky Topics and How to Teach Them

Tricky Topics and How to Teach Them

Planning for Assessment for Learning

Planning for Assessment for Learning

Transitions in Science Education

Transitions in Science Education

Effective Inclusive Practice in Primary Science

Effective Inclusive Practice in Primary Science

A Way Forward

A Way Forward

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Primary Science

A Guide to Teaching Practice

Mick Dunne , Alan Peacock
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November 2014 | 312 pages | Sage UK

Format Published Date ISBN Price

Why is science hard to teach? What types of scientific investigation can you use in the primary classroom?

Touching on current curriculum concerns and the wider challenges of developing high-quality science education, this book is an indispensable overview of important areas of teaching every aspiring primary school teacher needs to understand including: the role of science in the curriculum, communication and literacy in science teaching, science outside the classroom, transitional issues and assessment.

Key features of this second edition include:

• A new chapter on science in the Early Years

• A new practical chapter on how to work scientifically

• Master’s-level ‘critical reading’ boxes in every chapter linking topics to relevant specialist literature

• Expanded coverage of creativity, and link science to numeracy and computing

This is essential reading for all students studying primary science on initial teacher education courses, including undergraduate (BEd, BA with QTS), postgraduate (PGCE, School Direct, SCITT), and also NQTs.

Mick Dunne is Senior Lecturer in Science Education at Manchester Metropolitan University
Alan Peacock is Honorary Research Fellow at the University of Exeter


Table Of Contents:

  • The Current Context of Primary Science Teaching
  • Why is Science Hard to Teach?
  • Doing Science
  • Play-based Science
  • Linking Science to the Wider Curriculum
  • Science and Computing
  • Science and Mathematics Connections
  • Learning Science Beyond the Classroom
  • Learning Science Through Talk
  • Tricky Topics and How to Teach Them
  • Planning for Assessment for Learning
  • Transitions in Science Education
  • Effective Inclusive Practice in Primary Science
  • A Way Forward

Recent Product Reviews:

What a helpful book. It covers the current issues in primary science education, providing an overview and dealing with the detail, identifying the areas that teachers and student teachers find most challenging and offering valuable guidance. It is challenging and reassuring, thought-provoking and enjoyable. I can’t recommend it too highly.
Stuart Naylor, Director, Millgate House Education
What a good read. This book covers everything an aspiring teacher would want from a Primary Science publication. Inspirational writers, clearly defined introductions to each chapter, insight into a range of issues linked to Primary Science. Opportunities for self reflection supported by references to current and relevant research all in one place. Perfect.
Kathy Schofield, Primary Science Teaching Trust College Director
This book is invaluable in supporting trainee teachers at all stages of their degree programme in their teaching of science in the primary classroom. It covers a broad range of topics incorporating all aspects of science teaching and learning across the primary age range. There are ample opportunities throughout the book for the reader to reflect in order to develop themselves further as an effective teacher of primary science.
Louise Hawxwell, Senior Lecturer in Primary Science, Edge Hill University
This book is extremely useful for trainees to use as reference material for assignments as it covers all of the main issues in science education today. Moreover, every chapter has a further reading list, reference list and web links. I would recommend this book to my peers, but also to teachers who feel less confident in teaching science. An accessible read, quickly digested and easy to understand with the depth of content needed for advanced study.
Rachelle Louise Blagdon, The Association for Science Education

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