Suitable for students, teachers, researchers, educational leaders and all who are interested in primary education, this book examines children's development and learning, their needs and aspirations, and their lives in a diverse society and fragile world. It explores what goes on in schools, from the early years to educational aims and values.
Takes a critical look at how students' achievements are assessed for a range of purposes, from reporting progress to selection and qualification. This work considers the relationship between what is taught, and how, and what and how learning outcomes are assessed.
Provides a theoretical framework for teaching science that is firmly grounded in classroom practice, and covers various stages of education for students aged 5 to 12. The author details a constructivist view of learning, and gives advice on how teachers can help children change their perception to a more scientific view.
This extensively revised edition of "Progress in Primary Science" is intended for all those involved in training teachers of primary school science, both preservice and on INSET courses.
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