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Science for children : developing a personal approach to teaching

著者: Marilyn Fleer; Tim Hardy
出版商: Sydney, N.S.W. : Prentice Hall, 2001.
版本/格式:   图书 : 州政府或者省政府刊物 : 英语 : 2nd ed查看所有的版本和格式
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类型/形式: Problems, exercises, etc
材料类型: 政府刊物, 州政府或者省政府刊物
文件类型:
所有的著者/提供者: Marilyn Fleer; Tim Hardy
ISBN: 1740095413 9781740095419
OCLC号码: 52340850
描述: xvi, 294 p. : ill. ; 26 cm.
内容: 1. Our experiences and understanding of science and science teaching --
Keeping a journal --
Feelings about the prospect of teaching science to children --
Experiences of science in primary school --
Experiences of science in secondary school --
Gender and school science --
Our conceptions and feelings about science --
Examining the nature of science and technology --
The nature of science and its aims, processes and structure --
The nature of science and technology --
The science-technology relationship --
The nature of science and implications for teaching --
2. Science for young children: Why teach science? What should be the outcomes? --
Some reasons for teaching science to children --
The state of science education for young children --
A rationale for science education --
Developments in science curricula in Australia --
Developments in science curricula in the USA and the UK --
Goals in science education --
Content in science education --
Science and other KLA's --
3. Children's understanding and ways of learning --
Children's understanding --
Finding out children's understanding --
Knowledge construction through curriculum sanctioning --
Knowledge construction through research --
Border crossing --
Ways of learning. 4. A process skills teaching approach: developing scientific skills as the focus --
Looking inside the classroom centre --
Assessment in a process skills approach --
Classroom/centre management in a process skills approach --
Reflecting on your learning --
What assumptions underpin a process skills approach to teaching science? --
Links to technology education --
5. A transmission approach: scientific knowledge as the focus --
Looking inside the classroom centre --
Transmission in everyday life --
An experience of transmission --
What assumptions underpin a transmission approach to teaching science? --
Strategies for developing effective teaching and learning --
The place of transmission in the teaching of science --
Using information technology for his approach --
Assessment in a transmission approach --
A synthesising activity --
6. A discovery approach: exploration and discovery as the focus --
Looking inside the classroom centre --
Approaches to discovery learning --
Assessment in a discovery learning approach --
Classroom/centre management in a discovery learning approach --
A critique of the discovery approach --
What assumptions underpin a discovery approach to teaching science? --
Links to technology education --
7. An interactive approach: conceptual change as the focus --
Looking inside the classroom centre --
An experience of some phases of interactive teaching and learning --
What assumptions underpin an interactive approach to teaching science? --
Using interactive teaching in the classroom and centre --
Classroom/centre management in an interactive approach --
Assessment in an interactive approach --
Concerns about the interactive approach --
A synthesising activity --
8. Situating ourselves: constructing a personal framework --
Comparing the four approaches to teaching science --
Selecting and constructing a personal framework --
The place of each approach in teaching science --
Key principles of effective teaching --
Guidelines for implementing a teaching approach --
A synthesising activity. 9. Planning a program from what children know --
How to stimulate children to talk about what children know --
Natural & processed materials --
Earth & beyond --
Energy and change --
Life and living --
10. Outcomes, assessment and children's learning: taking an outcomes-based approach in our planning --
Outcomes-based education --
Assessing pupil achievement --
Determining achievement of outcomes --
11. Critically examining our science programs: thinking about unintended outcomes --
Prior instructional patterns --
Feminist writing --
12. Evaluating and developing our teaching of science: looking ahead --
Assessing your own learning --
Evaluating your teaching of science --
Guidelines for the self-evaluation of teaching and programs in science --
Developing teaching competence through science education activities --
Exercising leadership in science education --
Challenging situations.
责任: Marilyn Fleer, Tim Hardy.

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Science for Children

评论者是 wppalmer (公布的WorldCat用户 2011-03-15) 很好 Permalink

Review of "Science for Children"
Authors: Marilyn Fleer and Tim Hardy
Publisher: Prentice Hall, Australia, Pty Ltd, Sydney (1996)
Reviewed by W. P. Palmer.


This book is being reviewed for an audience of chemists, very few of whom will teach in primary schools. It was...
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