โ Scribed by Michael Allen
No coin nor oath required. For personal study only.
This essential book offers friendly support and practical advice for dealing with the common misconceptions encountered in the primary science classroom. Most pupils will arrive at the science lesson with previously formed ideas, based on prior reasoning or experience. However these ideas are often founded on common misconceptions, which if left unexplained can continue into adulthood. This handy book offers advice for teachers on how to recognise and correct such misconceptions. Key features include: Examples from the entire range of QCA Scheme of Work topics for Key Stages 1 and 2 Practical strategies to improve pupilsโ learning Support for teachers who want to improve their own scientific subject knowledge Michael Allen describes over 100 common misconceptions and their potential origins, and then explains the correct principles. He suggests creative activities to help students to grasp the underlying scientific concepts and bring them alive in the classroom. This easy to navigate guide is grouped into three parts; life processes and living things; materials and their properties; and physical processes.
๐ SIMILAR VOLUMES
This book offers appropriate teaching strategies to help teachers seek out and rectify misconceptions in primary science as and when they arise.
As a secondary teacher of mathematics I've found this a remarkable insight into the student's thinking - giving me clear background information to help me think about my classes and their misconceptions and how I could help the children develop their thinking' - Association of Teachers of Mathematic
With contributors comprised of teachers, teacher educators, mathematicians, and psychologists, Mathematical Misconceptions brings together information about pupilsโ work from four different countries, and looks at how children, from the ages of 3 - 11, think about numbers and use them. It explores t
How do we make sense of our world? How does giving an immediate, intuitive response impact its quality, what are its features, and how is this related to misconceptions?Who is afraid of misconceptions? Despite cognitive ability and information being accessible like never before, learners often provi
* How do primary teachers incorporate all the facets of science in their teaching? * How do primary teachers plan and replan their science teaching in the light of how children are learning? * How do primary teachers retain lively and imaginative science teaching within the constraints of a specifie
Using practical examples and case studies the author examines some of the experimental and investigative teaching methods which are intended to support the 'specialist approach' in the teaching of primary science.