* How do primary teachers incorporate all the facets of science in their teaching? * How do primary teachers plan and replan their science teaching in the light of how children are learning? * How do primary teachers retain lively and imaginative science teaching within the constraints of a specified curriculum? This book is about the very best of primary classroom practice in science; six teachers, six schools, six science topics, with children from ages five to eleven years. The teaching and children's learning are described in a straightforward style, richly illustrated by pen and ink drawings made from photographs, and by examples of children's work. The author has provided a commentary on the particular classroom examples by linking them to a wider discussion of science in primary schools and by sharing the teachers' own rationale for their decisions. The book was written initially for beginning teachers, but experienced teachers who reviewed the drafts, welcomed the combination of 'real' classroom examples coupled with a more theoretical commentary. Above all, they welcomed the essence of the book which, as the opening sentence indicates, is qabout creativity in teaching and a celebration of the skills and expertise of primary teachers in the area of science.q The book will be invaluable reading for both trainee and practising primary school teachers.Classroom river (model 2) The children had suggested making the river look more like a river by giving it bumps on the ... The paddle boats were made eventually from corroflute (rigid enough to withstand the forces of the wound-up rubberanbsp;...
|Title||:||Creativity In Primary Science|
|Publisher||:||McGraw-Hill Education (UK) - 1997-01-01|