A Creative Approach to Teaching Science is filled with exciting and innovative ways to teach and meet the objectives for primary physics, chemistry and biology from Years 1-6. Each idea has been tried and tested, used in the classroom with children of the relevant age range, and all are deep rooted in practical enquiry with clear links to the statutory requirements for primary science. This book is jam-packed full of strategies and ready made ideas with a creative edge, aimed at engaging children and encouraging them to think critically and scientifically, and to consider key scientific topics in real life scenarios. This book is a must-have for teachers looking to inspire their pupils, and making sure they have fun along the way.
With a strong focus on helping children to learn the 'big ideas' in science, this book provides detailed and practical guidance on how to use ICT to support creative science teaching. Emphasizing learning science 'through' the technology rather than 'from' it, the book strikes a good balance between practical and academic dimensions through: practical suggestions on how to plan schemes of work and lessons case studies that highlight how ICT can be incorporated into cross-curricular themes of study examples of real science lessons advice on organizing learning in 'out of school' settings' Written with the standards for achieving qualified teacher status in mind, this user-friendly text is a vital resource for all students on initial teacher training courses and newly qualified teachers at primary level.
How can you unlock your own creativity to help children learn science creatively? How do you bring the world of ‘real science’ into the classroom? Where does science fit in a creative curriculum? This second edition of Teaching Science Creatively has been fully updated to reflect new research, initiatives and developments in the field. It offers innovative starting points to enhance your teaching and highlights curiosity, observation, exploration and enquiry as central components of children’s creative learning in science. Illustrated throughout with examples from the classroom and beyond, the book explores how creative teaching can harness children’s sense of wonder about the world around them. With easily accessible chapters, it offers a comprehensive introduction to the core elements of creative science learning, supporting both teacher and child in developing scientific concepts and skills. The book explores key issues such as: • the links between scientific and creative processes • how to teach creatively, and for creativity • the role of play in early scientific learning • developing scientific understanding through drama (new) • using the outdoors in science • how theories of learning relate to children’s creative development • teaching science topics in innovative and creative ways – games, drama, role play, puppets, mini-safaris and welly walks! Stimulating and accessible, with contemporary and cutting-edge practice at the forefront, Teaching Science Creatively introduces fresh ideas to support and motivate both new and experienced primary teachers. It is an essential purchase for any professional who wishes to incorporate creative approaches to teaching science in their classroom.
Author: Ann Oliver
Release Date: 2013-06-20
Practical, useful and informative, this book provides ideas and suggestions on how to interpret and develop the primary science curriculum in an interesting and challenging way. Bringing together creative thinking and principles that still meet National Curriculum requirements, the themes in the book encourage teachers to: teach science with creative curiosity value the unpredictable and unplanned thrive on a multiplicity of creative approaches, viewpoints and conditions be creative with cross-curricular and ICT opportunities reflect on their own practice. For teachers new and old, this book will make teaching and learning science fun by putting creativity and enjoyment firmly back onto the primary agenda.
Creative teaching has the potential to inspire deep learning, using inventive activities and stimulating contexts that can capture the imagination of children. This book enables you to adopt a creative approach to the methods and content of your primary science teaching practice and confidently develop as a science educator. Key aspects of science teaching are discussed, including: planning for teaching and learning assessing primary science cross-curricular approaches the intelligent application of technology sustainability education outdoor learning Coverage is supported by illustrative examples, encouraging you to look at your own teaching practice, your local community and environment, your own interests and those of your children to deepen your understanding of what constitutes good science teaching in primary schools. This is essential reading for students on primary initial teacher education courses, on both university-based (BEd, BA with QTS, PGCE) and schools-based (School Direct, SCITT) routes into teaching. Dr Roger Cutting is an Associate Professor in Education at the Institute of Education at Plymouth University. Orla Kelly is a Lecturer in Social, Environmental and Scientific Education in the Church of Ireland College of Education.
Lecturers, why waste time waiting for the post to arrive? Request and receive your e-inspection copy today! Providing an overview of the knowledge, skills and understanding needed to teach the primary curriculum, this book offers an informed critical approach to the teaching of core and foundation subjects in primary education. Underpinned by contemporary research and current policy The Primary Curriculum combines coverage of key subject-specific issues with relevant pedagogical approaches to teaching, offering a comprehensive overview of each major subject of primary education. Particular emphasis is placed on cross-curricular and creative approaches to teaching intelligently across different subject areas within the current curriculum framework. Curriculum progression from Foundation Stage through to Key Stage 2 is also emphasised. The Primary Curriculum is an essential companion for all students on primary initial teacher education courses. Patricia Driscoll and Judith Roden are established primary education authors and teach on initial teacher education courses at Canterbury Christ Church University. Andrew Lambirth is Professor of Education at University of Greenwich.
Through a refreshing blend of theory and practice this book provides stimulating material to develop creative approaches to science in the classroom. It includes: a range of teaching approaches that relate directly to the topic under discussion examples of pupils' work that portray how theory can be translated into practice quick off-the-shelf example model lesson plans which can be adapted. User-friendly and clearly laid out this book is a core text for primary teachers, NQTs and students who want to inject some creativity into their teaching and put that "WOW" factor back into their science lessons.
Author: Dennis Sale
Release Date: 2015-05-22
This book contains an evidence-based pedagogic guide to enable any motivated teaching/training professional to be able to teach effectively and creatively. It firstly summarises the extensive research field on human psychological functioning relating to learning and how this can be fully utilised in the design and facilitation of quality learning experiences. It then demonstrates what creativity actually 'looks like' in terms of teaching practices, modelling the underpinning processes of creative learning design and how to apply these in lesson planning. The book, having established an evidence-based and pedagogically driven approach to creative learning design, extensively focuses on key challenges facing teaching professionals today. These include utilising information technologies in blended learning formats, differentiating instruction, and developing self-directed learners who can think well. The main purpose of the book is to demystify what it means to teach creatively, explicitly demonstrating the principles of good pedagogic design and communication strategies that underpin such activity. The message is clear - creative teaching competence is both a highly useful and a learnable capability.
The Art of Teaching Science emphasizes a humanistic, experiential, and constructivist approach to teaching and learning, and integrates a wide variety of pedagogical tools. Becoming a science teacher is a creative process, and this innovative textbook encourages students to construct ideas about science teaching through their interactions with peers, mentors, and instructors, and through hands-on, minds-on activities designed to foster a collaborative, thoughtful learning environment. This second edition retains key features such as inquiry-based activities and case studies throughout, while simultaneously adding new material on the impact of standardized testing on inquiry-based science, and explicit links to science teaching standards. Also included are expanded resources like a comprehensive website, a streamlined format and updated content, making the experiential tools in the book even more useful for both pre- and in-service science teachers. Special Features: Each chapter is organized into two sections: one that focuses on content and theme; and one that contains a variety of strategies for extending chapter concepts outside the classroom Case studies open each chapter to highlight real-world scenarios and to connect theory to teaching practice Contains 33 Inquiry Activities that provide opportunities to explore the dimensions of science teaching and increase professional expertise Problems and Extensions, On the Web Resources and Readings guide students to further critical investigation of important concepts and topics. An extensive companion website includes even more student and instructor resources, such as interviews with practicing science teachers, articles from the literature, chapter PowerPoint slides, syllabus helpers, additional case studies, activities, and more. Visit http://www.routledge.com/textbooks/9780415965286 to access this additional material.
This third edition explores the key practical and theoretical issues underpinning cross-curricular teaching and learning across the early years, primary education and lower secondary school. Combining findings from research and educational theory with examples of thought-provoking teaching in schools, this textbook discusses how high quality teaching across different curriculum areas can be planned, taught, assessed and used to encourage creative and deep learning experiences. Revised and updated to reflect current curriculum policy and contemporary research, this third edition includes: · Coverage of the 2014 National Curriculum in England and the implications for cross-curricular practice · More case studies from across the curriculum, from different age groups and exploring different aspects of teaching · Improved coverage of cross-curricular practice in the Early Years Foundation Stage.
This book is about imaginative approaches to teaching and learning school science. Its central premise is that science learning should reflect the nature of science, and therefore be approached as an imaginative/creative activity. As such, the book can be seen as an original contribution of ideas relating to imagination and creativity in science education. The approaches discussed in the book are storytelling, the experience of wonder, the development of ‘romantic understanding’, and creative science, including science through visual art, poetry and dramatization. However, given the perennial problem of how to engage students (of all ages) in science, the notion of ‘aesthetic experience’, and hence the possibility for students to have more holistic and fulfilling learning experiences through the aforementioned imaginative approaches, is also discussed. Each chapter provides an in-depth discussion of the theoretical background of a specific imaginative approach (e.g., storytelling, ‘wonder-full’ science), reviews the existing empirical evidence regarding its role in the learning process, and points out its implications for pedagogy and instructional practices. Examples from physical science illustrating its implementation in the classroom are also discussed. In distinguishing between ‘participation in a science activity’ and ‘engagement with science ideas per se’, the book emphasizes the central role of imaginative engagement with science content knowledge, and thus the potential of the recommended imaginative approaches to attract students to the world of science.
Samin Nosrat verdichtet ihre reiche Erfahrung als Köchin und Kochlehrerin zu einem so einfachen wie revolutionären Ansatz. Es geht dabei um die vier zentralen Grundlagen guten Kochens: Salz, Fett, Säure und Hitze. Salz – das die Aromen vertieft. Fett – das sie trägt und attraktive Konsistenzen ermöglicht. Säure – die alle Aromen ausbalanciert. Und Hitze – die die Konsistenz eines Gerichts letztendlich bestimmt. Wer mit diesen vier Elementen souverän umgeht, kann exzellent kochen, ohne sich an Rezepte klammern zu müssen. Voller profundem Wissen, aber mit leichter Hand und gewinnendem Ton führt Nosrat in alle theoretischen und praktischen Aspekte guten Kochens ein, vermittelt Grundlagen und Küchenchemie und verrät jede Menge inspirierender Tipps und Tricks. In über 100 unkomplizierten Rezepten wird das Wissen vertieft und erprobt: frische Salate, perfekt gewürzte Saucen, intensiv schmeckende Gemüsegerichte, die besten Pastas, 13 Huhn-Varianten, zartes Fleisch, köstliche Kuchen und Desserts. Samin Nosrats Rezepte ermuntern zum Ausprobieren und zum Improvisieren. Angereichert mit appetitanregenden Illustrationen und informativen Grafiken ist dieses Buch ein unverzichtbarer Küchenkompass, der Anfänger genauso glücklich macht wie geübte Köche.
"History is one of the most extensively taught and enjoyed of the non-core primary school subjects. However, many practitioners have limited understanding of the skills of historical enquiry. Where teaching was less effective it was found that learning was passive, without challenge or clear goals and so with limited progression. There is also a generally perceived need for more creative approaches to a broader primary curriculum as reports warn of the winnowing out of fun in teaching pedagogies. Teaching History Creatively tackles both issues head on, introducing teachers to the wealth of available approaches to historical enquiry, which will ensure creative, effective learning. Under-pinned by theory and research, it offers informed and practical support, illustrated throughout by examples of children's work"--
Author: Alexander Rachel
Publisher: Logos Verlag Berlin GmbH
Release Date: 2013-11-20
Diese Arbeit widmet sich den Fragen, inwieweit sich aus normativen Überlegungen sowie aus empirischen Befunden Argumente für oder gegen die Auswahl des Bildungsinhalts "Magnetismus" in bestimmen Jahrgangsstufen ergeben und durch welche instruktionalen Maßnahmen der Lernerfolg gefördert werden kann. Theoretische Grundlage stellt neben der konstruktivistischen Auffassung des Lernens das "Scientific Discovery as Dual Search" (SDDS)-Modell von Klahr und Dunbar (1988) als Rahmentheorie für (selbst-)entdeckendes Lernen dar. In einer empirischen Studie wurde untersucht, ob sich die Lernergebnisse von Grundschulkindern unter vergleichbaren unterrichtlichen Bedingungen von denen unterscheiden, die sich bei Schülerinnen und Schülern der Sekundarstufe I zeigen. Unter Berücksichtigung nichtkognitiver Schülermerkmale liegt ein spezieller Fokus auf dem Erwerb einer physikalischen Theorie sowie auf einem Modellverständnis als Facette von Wissenschaftsverständnis. Die Ergebnisse zeigen, dass das Konzept bezüglich Lernerfolg und motivationaler Gesichtspunkte erfolgreich umgesetzt werden kann. Grundschüler erreichten unter geeigneten unterrichtlichen Bedingungen das Wissensniveau der Gymnasiasten. Als lernförderlich erwies sich hierbei eine Phase direkter Instruktion zu Beginn der Unterrichtseinheit in Kombination mit einer schülerzentrierten Lernphase mit offenen Arbeitsanweisungen.
This up to date text addresses primary science teaching in light of the new primary National Curriculum and the latest Teachers’ Standards. Aimed at primary trainees and teachers, it provides creative, inspiring and practical ideas and approaches for teaching the full range of science topics. Each chapter is aligned to an area of the new National Curriculum and provides key vocabulary, details of common misconceptions and how to address them, teaching strategies and activities, cross-curricular links and health and safety points. Throughout there is a strong focus on science subject knowledge development and how to translate this into practice in the primary classroom. The book also encourages readers to reflect on their own subject knowledge of science and challenges them to critically evaluate their teaching in order to become more effective.