Science 3-13: The Past, The Present and Possible Futures (Primary Directions Series)

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. 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. "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, from both 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 IT on the development of science in schools are also examined. The views of the teaching profession as to what should be taught and how science and science teaching should be viewed within society are shown to be important factors in the mix that contributes to change."--Jacket Preliminaries......Page 1 Contents......Page 8 Series Editors Preface......Page 16 Acknowledgements......Page 17 1 Introduction......Page 18 2 The Development of Science 3 13 and the Impact of the National Curriculum......Page 23 3 The Growth and Development of Science in the Early Years......Page 39 4 Learning Concepts......Page 54 5 Developing a Scientific Way of Working with Younger Children......Page 66 6 Assessing Learning in Science......Page 81 7 Views on the Right Kind of Teacher for Science 3 13......Page 98 8 The Impact of Information Technology......Page 110 9 The Influence of Interest Groups on 3–13 Science......Page 121 10 Science in Society or Society in Science......Page 135 11 Possible Futures......Page 147 Index......Page 154 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. The following caricatures of the place and nature of science in the curriculum at different points over recent decades are likely to stir the memories of many educators.