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| Titel: |
Children doing science: Observation, investigation and the national curriculum for England and Wales |
| Auteur: |
Newton, Douglas P. |
| Verschenen in: |
Evaluation & research in education |
| Paginering: | Jaargang 6 (1992) nr. 2-3 pagina's 65-76 |
| Jaar: |
1992 |
| Inhoud: |
The National Curriculum requires that science be taught as both a body of knowledge and as a way of working, that is, as products and processes. In the primary school, science is often taught by teachers without extensive personal experience of the subject, particularly of those processes required by the National Curriculum. There is evidence which suggests that there is a tendency to provide activities which mainly practise observation and communication and which neglect other investigative processes. This study describes the results of a survey of the activities provided by fifty primary school teachers in the North-East of England which corroborate these earlier findings. They suggest that the cause is not simply ignorance of investigative processes associated with science. It may also involve a lack of awareness of the nature and function of science activities provided to extend awareness, facilitate understanding, enhance learning, and practise skills and processes. There was some indication that those who used published support materials as guides were more likely to provide activities which practised a wider range of processes. A solution to the problem might be to encourage the use of such materials. |
| Uitgever: |
Routledge |
| Bronbestand: |
Elektronische Wetenschappelijke Tijdschriften |
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