Short description:

This book is written to help practitioners view learning in their science classrooms through various different lenses. The theoretical interpretations of learning are intended to help educators understand what kinds of activities and approaches can arouse curiosity, inspire awe and wonderment and engage thoughtfulness.

Long description:

There are concerns that pupil interest in science is declining. One of the key influences is the way that children and young people experience science lessons. Scientific concepts are often challenging to understand, ideas may be presented in abstract ways and materials and tasks used to teach children may not be relevant to their everyday lives. Studies indicate that pupils appreciate the importance of science but many are still not excited by nor motivated to study the subject beyond school.

This book addresses differences in perspectives between pupils-as-participators in learning and teachers as leaders-of-learning. The differences in experience and perception, between learner and teacher, are then used to inform and highlight how educators' practices may support (or not) effective learning about science and learning through science.

This book is written to help practitioners view learning in their science classrooms through various different lenses. The theoretical interpretations of learning are intended to help educators understand what kinds of activities and approaches can arouse curiosity, inspire awe and wonderment and engage thoughtfulness.

A wide variety of learning contexts are considered and discussed, including thematic approaches in primary schools, citizenship, cognitive development, history and nature of science, practical skills and varied connections with 'How science works'.

There are concerns that pupil interest in science is declining. One of the key influences is the way that children and young people experience science lessons. Scientific concepts are often challenging to understand, ideas may be presented in abstract ways and materials and tasks used to teach children may not be relevant to their everyday lives. Studies indicate that pupils appreciate the importance of science but many are still not excited by nor motivated to study the subject beyond school.

This book addresses differences in perspectives between pupils-as-participators in learning and teachers as leaders-of-learning. The differences in experience and perception, between learner and teacher, are then used to inform and highlight how educators' practices may support (or not) effective learning about science and learning through science.

This book is written to help practitioners view learning in their science classrooms through various different lenses. The theoretical interpretations of learning are intended to help educators understand what kinds of activities and approaches can arouse curiosity, inspire awe and wonderment and engage thoughtfulness.

A wide variety of learning contexts are considered and discussed, including thematic approaches in primary schools, citizenship, cognitive development, history and nature of science, practical skills and varied connections with 'How science works'.

Table of Contents:

Learning in Science