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Which factors have been influential in developing science teaching
and learning for the three to thirteen age group in the last twenty
years? How might these factors have an impact on the future
direction of science teaching and learning for this age range into
the 21st century? How can teachers cope with the changes? Science
3-13 explores some of the historical antecedents of the current
position of science in the lives of younger children. It covers the
various influences, both from within and outside the teaching
profession, that have shaped the current science curriculum.
Current practice is examined and, on this basis, speculations are
made about the future position and direction of this important
subject. The contributors each cover a particular aspect of science
for the 3-13 age range but common themes emerge such as the
influence of government intentions, particularly through the
development of the National Curriculum. The role of research groups
and the impact of ICT on the teaching profession as to what is
important to teach and how science and science teaching should be
viewed within society are shown to be important factors in the mix
that contributes to change. This book forms part of a series of key
texts which focus on a range of topics related to primary education
and schooling. Each book in the Primary Directions Series will
review the past, analyse current issues, suggest coping strategies
for practitioners and speculate on the future.
The Planning for Learning titles are designed to enable early years
practitioners deliver the EYFS with ease.Now fully revised in line
with the 2012 Statutory Framework, each book in the range focuses
on a specific theme and shows how to plan for this theme around
each Area of Learning, as well as how to collect evidence to
demonstrate the learning and progress taking place.The clear and
practical format will make weekly planning for each theme
thoroughly easy. Practitioners are guided step-by-step through
planning and how to use those plans to get the children thinking
and playing creatively. Clear links to the Early Learning Goals are
also covered, as well as homelinks and a family page for extension
activities and further resources.
Which factors have been influential in developing science teaching and learning for the three to thirteen age group in the last twenty years? How might these factors have an impact on the future direction of science teaching and learning for this age range into the 21st century? How can teachers cope with the changes? Science 3-13 explores some of the historical antecedents of the current position of science in the lives of younger children. It covers the various influences, both from within and outside the teaching profession, that have shaped the current science curriculum. Current practice is examined and, on this basis, speculations are made about the future position and direction of this important subject. The contributors each cover a particular aspect of science for the 3-13 age range but common themes emerge such as the influence of government intentions, particularly through the development of the National Curriculum. The role of research groups and the impact of ICT on the teaching profession as to what is important to teach and how science and science teaching should be viewed within society are shown to be important factors in the mix that contributes to change. This book forms part of a series of key texts which focus on a range of topics related to primary education and schooling. Each book in the Primary Directions Series will review the past, analyse current issues, suggest coping strategies for practitioners and speculate on the future.
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