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Starting Science...Again?

Starting Science...Again?
Making Progress in Science Learning

184 pages | SAGE Publications Ltd

Why do pupils' learning and motivation dip markedly as they move from primary to secondary school? Why is this situation worse in science than in any other curriculum subject?

This book combines reports on and reflection of best practice in improving progression and continuity of teaching and learning in science - particularly at the crucial transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression and learning in science, the book suggests practical ways of improving teaching and learning. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings.

Science teaching in secondary schools is often based on assumptions that children know or can do very little, so the job in the secondary school becomes one of showing pupils how to start 'doing science properly', as if from scratch. The damage that this false view can do to pupils' learning, motivation and confidence is clear. This book will help teachers to progress children's learning more effectively and build meaningful and enjoyable science lessons.

Progression and continuity in learning science
Moving up - but do they always move on?
Moving to the big school - Part 1: children's voices
Moving to the big school - Part 2: Teachers' voices
Celia Moore
Bridging the divide - Part 1
Bridging the divide - Part 2: bridging units
Beyond Bridging
In the know. Using assessment and recording to improve transfer in science
Sharing Practice
Better progression and continuity in science - implications for practice

'This book considers the basic issues of progression, continuity and transition from both the perspective of children and teachers, and then moves into discussing the strengths and limitations of different ways of tackling the problem. It provides a very realistic balance between presenting a range of practical approaches designed to smooth the transition as well as the research findings that underpin them. All this is done in an accessible way, being written in a very readable style with clear summaries and suggestions for reflection on the issues raised. It will appeal to not only trainee and practicing teachers in both phases but also to teacher educators and researchers...This is such an excellent book that I have only good things to say about it and can recommend it unreservedly' -
Science Teacher Education

I like this book. It fills a niche not covered elsewhere.Templates and diagrams are particularly clear and useful. A valuable addition to the genre of Science education texts.

Dr Sue Howarth
Institute of Education, Worcester University
September 14, 2010

Sample Materials & Chapters

Introduction PDF

Chapter One PDF

Martin Braund

Martin Braund is Senior Lecturer in Science Education at the University of York where he leads programmes at asters and undergraduate levels. He taught in three comprehensive schools for eighteen years and was Head of Science at Boroughbridge High School in North Yorkshire. He was closely involved in writing materials for Salters Science and was Honorary Senior Research Fellow with the Assessment of Performance Unit in Science at the University of Leeds. After completing a research degree in Science Education at Leeds, he joined North Yorkshire LEA as an Advisory Teacher for Science, Techonology and Assessment. In 1994 he was appointed as... More About Author

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