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Details for article 94 of 106 found articles
| Title: |
Teaching for Understanding in Primary Science |
| Author: |
Newton, Lynn D. |
| Appeared in: |
Evaluation & research in education |
| Paging: | Volume 15 (2001) nr. 3 pages 143-153 |
| Year: |
2001-11-01 |
| Contents: |
The requirements of the National Curriculum Order for Science (DfEE, 1999) are such that children must be provided with opportunities to acquire not only the skills that underpin the process of Scientific Enquiry (Sc1) but also the knowledge and understandings fundamental to Life Processes and Living Things (Sc2), Materials and their Properties (Sc3) and Physical Processes (Sc4). This is a tall order for most primary teachers, particularly those for whom science is not a specialism. In this paper, what counts as understanding in science is discussed. The problems facing primary teachers in pressing for understanding are considered. Some ways of encouraging and enabling them to support the construction of understanding are also suggested. In particular, the importance of focused questioning is discussed. |
| Publisher: |
Routledge |
| Source file: |
Elektronische Wetenschappelijke Tijdschriften |
Details for article 94 of 106 found articles
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