Teaching primary science constructively / edited by Keith Skamp Skamp, Keith View online Borrow Buy. 17 editions of this work. Find a specific edition. Teaching Primary Science Constructively 5th Edition Keith Skamp Christine. Pty Ltd Third edition published in 2008 by Thomson Learning Fourth edition.

Author by: Keith Skamp Languange: en Publisher by: Cengage Learning Australia Format Available: PDF, ePub, Mobi Total Read: 85 Total Download: 136 File Size: 43,7 Mb Description: Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. Introductory chapters explain the principles of constructivism and their implications for learning and teaching. They also discuss core strategies for the development of science understanding and science inquiry processes and skills. An important new chapter assists readers to interpret the Australian Curriculum: Science with a constructivist mindset. Subsequent chapters then provide research-based ideas for implementing a constructivist approach within a number of content strands. This substantially revised edition incorporates recent research findings related to student learning, as well as teaching, from a constructivist perspective and highlights how teaching emphases have changed over the last few years. Throughout, it links strongly to the key ideas, themes and terminology of the Australian Curriculum: Science.

Author by: Keith Skamp Languange: en Publisher by: Cengage Learning Format Available: PDF, ePub, Mobi Total Read: 91 Total Download: 908 File Size: 54,7 Mb Description: Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. Introductory chapters explain the principles of constructivism and their implications for learning and teaching. Core strategies for the development of science understanding and science inquiry processes and skills are also discussed.

Subsequent chapters then provide research-based ideas for implementing a constructivist approach within the key content strands covered in most primary science syllabuses. This substantially revised fourth edition details how constructivist emphases have changed in recent years and explores the implications for learning and teaching. Chapters contain the latest research on learning through student-generated representations, engaging student interest, and focussing on the nature of science, along with ideas on how to integrate these and other processes and topics into teaching sequences. There is an increased emphasis on teaching about a science as a human endeavoura throughout, including discussion and examples of socioscientific issues, different a ways of knowinga and science in our everyday lives. Author by: Deborah Corrigan Languange: en Publisher by: Springer Science & Business Media Format Available: PDF, ePub, Mobi Total Read: 34 Total Download: 929 File Size: 50,5 Mb Description: Assessment is a fundamental issue in research in science education, in curriculum development and implementation in science education as well as in science teaching and learning. This book takes a broad and deep view of research involving assessment in science education, across contexts and cultures (from whole countries to individual classrooms) and across forms and purposes (from assessment in the service of student learning to policy implications of system wide assessment).

It examines the relationships between assessment, measurement and evaluation; explores assessment philosophies and practices in relation to curriculum and scientific literacy/learning; and details the relationships between assessment and science education policy. The third in a series, Valuing Assessment in Science Education has chapters from a range of international scholars from across the globe and staff from Monash University, King’s College London and University of Waikato. The two previous books in the series examined research relevant to the re-emergence of values in science education and teaching across the spectrum of science education as well as across cultural contexts through the professional knowledge of science teaching. This third book now moves to examine different aspects of generating understanding about what science is learnt, how it is learnt, and how it is valued. Valuing Assessment in Science Education will appeal to all those with some engagement with and/or use of research in science education, including research students, academics, curriculum development agencies, assessment authorities, and policy makers. It will also be of interest to all classroom science teachers who seek to keep abreast of the latest research and development and thinking in their area of professional concern.