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 c. Rating: (not yet rated) Subjects • • • More like this • •. Find more information about: ISBN: 0072 OCLC Number: 905957088 Description: 1 online resource (xxiv, 537 pages): colour illustrations Contents: Title page; Half title page; Copyright page; Brief contents; Contents; Preface; Using this book; Resources guide; About the authors; CHAPTER 1 TEACHING PRIMARY SCIENCE CONSTRUCTIVELY; INTRODUCTION; CHANGING EMPHASES IN LEARNING PRIMARY SCIENCE; THE NATURE OF SCIENCE: HOW IT WORKS; WHY THE CHANGE IN EMPHASIS?

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ALTERNATIVE CONCEPTIONS; LEARNING SCIENCE; CONSTRUCTIVIST VIEWS ON HOW STUDENTS LEARN SCIENCE; TEACHING SCIENCE CONSTRUCTIVELY; Summary; Online resources; References; Endnotes; CHAPTER 2 IMPLEMENTING THE AUSTRALIAN CURRICULUM: SCIENCE WITH ACONSTRUCTIVIST MINDSET; INTRODUCTION. ACHIEVEMENT STANDARDS AND LEARNING OUTCOMESASSESSMENT FOR STUDENT LEARNING; CURRICULUM CONTENT FOR CONSTRUCTIVIST LEARNING; GENERAL CAPABILITIES; CROSS-CURRICULUM PRIORITIES; LINKS TO OTHER LEARNING AREAS; CONDITIONS FOR EFFECTIVE PRIMARY SCIENCE: AN OVERVIEW; YOUR OWN SCIENCE BACKGROUND; Summary; Online resources; References; CHAPTER 3 THINKING AND WORKING SCIENTIFICALLY; INTRODUCTION; SCIENCE IN THE SCHOOL CURRICULUM; PERCEPTIONS OF SCIENCE AND SCIENTISTS; SCIENCE AS A HUMAN ENDEAVOUR; THINKING AND WORKING SCIENTIFICALLY AS THE BASIS OF SCIENCE INQUIRY; THE COMPONENTS OF SCIENTIFIC INQUIRY. EVIDENCE IN SCIENCEACTIVITIES TO DEVELOP THINKING AND WORKING SCIENTIFICALLY; TEACHING INVESTIGATIONS; SCHEMES OF WORK; EFFECTIVE QUESTIONING IN SCIENCE; LITERACY IN SCIENCE; SCIENTIFIC INQUIRY: DIGITAL TECHNOLOGIES; SCIENTIFIC INQUIRY: CREATIVITY; Summary; Connecting to the curriculum; Acknowledgements; Online resources; References; CHAPTER 4 ENERGY; INTRODUCTION; SCIENTISTS' AND TEACHERS' UNDERSTANDINGS OF ENERGY; CHILDREN'S UNDERSTANDINGS OF ENERGY; CHILDREN'S QUESTIONS ABOUT ENERGY; DEVELOPING STUDENTS' IDEAS ABOUT ENERGY; TEACHING ABOUT ENERGY USING ANALOGIES. SCIENCE AS A HUMAN ENDEAVOUR AND CLIMATE CHANGESummary; Concepts and understandings for primary teachers; Connecting to the curriculum; Online resources; References; CHAPTER 5 ELECTRICITY; INTRODUCTION; TEACHERS' AND SCIENTISTS' UNDERSTANDINGS OF ELECTRICITY; STUDENTS' UNDERSTANDINGS OF ELECTRICITY; SOME FINAL COMMENTS ABOUT CATHERINE'S CLASS; TEACHING AND LEARNING ACTIVITIES INVOLVING ELECTRIC CIRCUITS; SCIENCE AS A HUMAN ENDEAVOUR; Summary; Concepts and understandings for primary teachers; Connecting to the curriculum; Acknowledgements; Online resources; References. CHAPTER 6 MOVEMENT AND FORCEINTRODUCTION; THINKING ABOUT MOVEMENT AND FORCE; LEARNING ABOUT AIR AND FLIGHT; ASSESSING CHILDREN'S LEARNING; PLANNING FOR CONCEPTUAL DEVELOPMENT WITH THE 5E INSTRUCTIONAL MODEL; LEARNING ABOUT SIMPLE MACHINES; SCIENCE AS A HUMAN ENDEAVOUR; Summary; Concepts and understandings for primary teachers; Connecting to the curriculum; Online resources; References; CHAPTER 7 LIVING THINGS AND ENVIRONMENTS; INTRODUCTION; HOW DO CHILDREN THINK ABOUT LIVING THINGS?; REPRESENTATIONS AND LEARNING ABOUT ANIMALS; LEARNING ABOUT LIFE CYCLES, ADAPTATION AND ECOLOGY. Responsibility: edited by Keith Skamp and Christine Preston. Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning.