Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. Introductory chapters explain the principles of constructivism and their implications for learning and teaching. Core strategies for the development of science understanding and science inquiry processes and skills are also discussed. Subsequent chapters then provide research-based ideas for implementing a constructivist approach within the key content strands covered in most primary science syllabuses. This substantially revised fourth edition details how constructivist emphases have changed in recent years and explores the implications for learning and teaching. Chapters contain the latest research on learning through student-generated representations, engaging student interest, and focussing on the nature of science, along with ideas on how to integrate these and other processes and topics into teaching sequences. There is an increased emphasis on teaching about ‘science as a human endeavour’ throughout, including discussion and examples of socioscientific issues, different ‘ways of knowing’ and science in our everyday lives.

Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. Introductory chapters explain the principles of constructivism and their implications for learning and teaching.

Keith Skamp is an Adjunct Professor in the School of Education at Southern Cross University. He has been a lecturer in undergraduate and graduate units in science education, environmental education and research methodology for many years and has led or been involved in professional and curriculum development initiatives in primary science at state, national and international levels. His research and consultancy in science and environmental education has included working with the Australian Academy of Science’s Primary Connections initiative, as well as for State and federal governments, and has resulted in numerous refereed journal articles and other publications; currently his research focuses on students’ responses to global warming. Keith has received distinguished awards for university teaching and service to professional science education associations.

Knigu irka hortica vibor vedjmi. Author by: Keith Skamp Languange: en Publisher by: Cengage Learning Australia Format Available: PDF, ePub, Mobi Total Read: 85 Total Download: 136 File Size: 43,7 Mb Description: Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. Introductory chapters explain the principles of constructivism and their implications for learning and teaching. They also discuss core strategies for the development of science understanding and science inquiry processes and skills.

An important new chapter assists readers to interpret the Australian Curriculum: Science with a constructivist mindset. Subsequent chapters then provide research-based ideas for implementing a constructivist approach within a number of content strands. This substantially revised edition incorporates recent research findings related to student learning, as well as teaching, from a constructivist perspective and highlights how teaching emphases have changed over the last few years.

Throughout, it links strongly to the key ideas, themes and terminology of the Australian Curriculum: Science. Author by: Keith Skamp Languange: en Publisher by: Cengage Learning Format Available: PDF, ePub, Mobi Total Read: 91 Total Download: 908 File Size: 54,7 Mb Description: Teaching Primary Science Constructively helps readers to create effective science learning experiences for primary students by using a constructivist approach to learning. Introductory chapters explain the principles of constructivism and their implications for learning and teaching. Core strategies for the development of science understanding and science inquiry processes and skills are also discussed. Subsequent chapters then provide research-based ideas for implementing a constructivist approach within the key content strands covered in most primary science syllabuses. This substantially revised fourth edition details how constructivist emphases have changed in recent years and explores the implications for learning and teaching. Chapters contain the latest research on learning through student-generated representations, engaging student interest, and focussing on the nature of science, along with ideas on how to integrate these and other processes and topics into teaching sequences.