1st Edition
The Art of Teaching Primary School Science
Children have an innate curiosity about the natural world that makes teaching science a rewarding experience.
However teaching science is an art that requires a unique combination of knowledge and skills to make the most of students' interest and foster their understanding. With contributions from leading educators, The Art of Teaching Primary Science addresses the fundamental issues in teaching science in primary and early childhood years.
Reflecting current research in science education, The Art of Teaching Primary Science covers the following areas:
* the theoretical underpinnings of science education and curriculum;
* effective science teaching practice planning, teaching strategies, investigations, resources and assessment;
* key issues including scientific literacy, integrating science and technology, and activities outside the classroom.
Contributors
About the editors
Preface
PART I: Understanding the Art of Teaching Primary Science
1. The wonder of science - Allan Harrison
2. Views of student learning- Coral Campbell and Russell Tytler
3. Understanding how children learn science - Ruth Hickey
4. A guide to science curriculum documents - Vaille Dawson and Grady Venville
PART II: Implementing the Art of Teaching Primary Science
5. Planning to teach primary science - Christine Preston and Wilhelmina Van Rooy
6. Teaching strategies for classroom learning - Denis Goodrum
7. Inquiry and investigation in primary science - Mark W. Hackling
8. Resources for primary science classrooms - Mary Morris and Jennifer Pearson
9. Using assessment to improve teaching and learning in primary science - Mark W. Hackling
PART III: Extending the Art of Teaching Primary Science
10. Learning the literacies
Biography
Vaille Dawson is Professor of Science Education in the Graduate School of Education at the University of Western Australia in Perth where she conducts educational research in science classrooms, supervises doctoral and Masters students and teaches preservice secondary science education. Originally a medical researcher and then a science teacher, she has conducted science education research at the secondary and tertiary levels in Australia, Indonesia and India for over 20 years. Her research interests include scientific literacy, teacher education, argumentation and decision-making, critical thinking, socioscientific issues, and teaching in disadvantaged schools. In addition to publishing five teacher education text books for primary and secondary school science, she has published multiple book chapters and peer reviewed papers. She is Fellow of the Royal Society of Biology, an Honorary Senior Research Associate at University College London and a Senior Fellow of the Higher Education Academy. She is passionate about ensuring that all young people have access to a quality science education, regardless of background. Grady Venville is Deputy Vice-Chancellor (Academic) at the Australian National University in Canberra where she holds responsibility for the establishment and satisfaction of academic standards at ANU, including the delivery of an exceptional educational and student experience. Grady’s career highlights have included a post-doctoral appointment at King's College London; being appointed the inaugural Professor of Science Education in 2007, and Dean of Coursework Studies in 2013, at the University of Western Australia; and a three-year appointment to the Australian Research Council College of Experts. Professor Venville's research in science education focuses on conceptual development, curriculum integration and cognitive acceleration. Grady has made a lifelong commitment to teaching and education. A central belief underpinning everything she does is that high quality education is critical not only for human development but also for a healthy and peaceful society.
