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Explores some of the historical antecedents of the current position of science in the lives of younger children. Current teaching practice is examined and on this basis speculations are made about the future direction of this subject.
List of contents
Series Editor's Preface 1. Introduction Rachel Sparks Linfield and Paul Warwick 2. The Development of Science 3-13 and the Impact of the National Curriculum Ian Morrison and Linda Webb 3. The Growth and Development of Early Years Science Penny Coltman 4. Learning Concepts Elaine Wilson 5. Ideas About Procedural Understanding Paul Warwick 6. Assessing Learning in Science Rachel Sparks Linfield and Paul Warwick 7. Views on the 'Right Kind of Teacher' for Science John Hobden 8. The Impact of IT Angela McFarlane 9. The Influence of Interest Groups Philip Stephenson 10. Science in Society or Society in Science? Michael Reiss 11. Possible Futures Paul Warwick and Rachel Sparks Linfield
About the author
Paul Warwick is a Lecturer in Primary Science at Homerton College, Cambridge. He previously taught in primary schools and was an Advisory Teacher for Science. His research interests are IT in science , children's understanding of the procedural aspects of science and the assessment of children's learning.
Rachael Sparks Linfield is a reception teacher at St John's College School, Cambridge and was previously a Lecturer in Primary Science at Homerton College, Cambridge. She was written widely in the area of early years education and her research interests include assessment of early years science.
Summary
Explores some of the historical antecedents of the current position of science in the lives of younger children. Current teaching practice is examined and on this basis speculations are made about the future direction of this subject.
