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Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is...

Learning science and mathematics through inquiry has the potential to develop understanding, competences and attitudes needed by everyone in increasingly technology-based societies. This book provides a model of how inquiry leads to the progressive development of ideas and the role of inquiry skills in this process. But when the pedagogic practices involved in inquiry-based education are set out it becomes evident that these are significantly different from those used in traditional science classrooms. In particular there are implications for curriculum goals and for assessment. Inquiry...

This new and extensively revised edition of Progress in Primary Science is intended for all those involved in training teachers of primary school science, both preservice and on INSET courses. Its flexible modular structure enables course leaders to tailor their course to participants' needs. Each module can be studied individually or as part of an extended programme and contains notes for facilitators, photocopiable workshop materials, activities for practitioners and suggestions for further reading.

Throughout the book the focus is on the learning of science as an...

"This book comes at just the right time, as teachers are being encouraged to re-examine current approaches to science instruction."
-Lynn Rankin, Director, Institute for Inquiry, Exploratorium

"Easy to read and comprehend with very explicit examples, it will be foundational for classroom teachers as they journey from novice teacher of science to expert."
-Jo Anne Vasquez, Ph.D., Past President of the National Science Teachers Association

"Teaching Science for Understanding is a...

This book takes a critical look at how students' achievements are assessed for a range of purposes, from reporting progress to selection and qualification. It considers the relationship between what is taught, and how, and what and how learning outcomes are assessed. The impact of using assessment results for setting targets and evaluation of provision for learning is also discussed.

The pros and cons of using tests and examinations and alternatives based on the judgments of teachers are considered in terms of four key criteria: validity, reliability, impact and required...

Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is...

The importance of helping children to understand the environment is now widely recognized and is well represented in The National Curriculum for Science. But what kind of 'environmental education' is appropriate at the primary level? The authors address this central question throughout this book. Science activities relating to the children's school environment are described and explained. The interaction or 'encounter' of children with the environment is the pervading theme. In these 'encounters' children are encouraged to find answers to their questions through scientific investigation of...