National Curriculum Earth Science at Key Stage 3
Author | : |
Publisher | : |
Total Pages | : 0 |
Release | : 1993 |
Genre | : Earth sciences |
ISBN | : 9781873266083 |
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Author | : |
Publisher | : |
Total Pages | : 0 |
Release | : 1993 |
Genre | : Earth sciences |
ISBN | : 9781873266083 |
Author | : Don Nelson |
Publisher | : |
Total Pages | : 94 |
Release | : 1990 |
Genre | : Earth sciences |
ISBN | : 9780906306161 |
Author | : Mike Tuke |
Publisher | : John Murray |
Total Pages | : 128 |
Release | : 1991 |
Genre | : Earth science |
ISBN | : 9780719549519 |
Contains approximately 80 activities and demonstrations which cover the Earth Science component of National Curriculum Science and Geography to Key Stage 3 and 4. The photocopiable pack is divided into student activity sheets and teacher's notes. The student sheets include, where appropriate, the key points of each activity, experimental details, diagrams of the equipment and questions. The teacher's notes include equipment lists, hints on experimental work, background information and full descriptions of classroom demonstrations.
Author | : C. King |
Publisher | : |
Total Pages | : |
Release | : 1993 |
Genre | : Education |
ISBN | : |
Author | : Daniella Tilbury |
Publisher | : Routledge |
Total Pages | : 330 |
Release | : 2002-11 |
Genre | : Education |
ISBN | : 1134765916 |
This book provides a clear overview of current thinking on the teaching and learning of geography. It is ideal for anyone beginning a career in teaching the subject in schools. The chapters are written by experienced teachers.
Author | : Vincent C. H. Tong |
Publisher | : Springer Science & Business Media |
Total Pages | : 332 |
Release | : 2013-08-23 |
Genre | : Science |
ISBN | : 9400769431 |
From energy and water resources to natural disasters, and from changing climatic patterns to the evolution of the Earth’s deep interior, geoscience research affects people’s lives in many ways and on many levels. This book offers a stimulating cross-disciplinary perspective on the important relationship between geoscience research and outreach activities for schools and for the general public. The contributors – academics, research scientists, science educators and outreach program educators – describe and evaluate outreach programs from around the world. A section entitled Field-based Approaches includes a chapter describing an initiative to engage Alaskan communities and students in research, and another on problem-based learning in the field setting. The Online Approaches section discusses ways to connect students and scientists using online forums; use of the web and social media, including the United Nations University and its experience with the design of a web magazine featuring geoscience research; and video clips on marine geoscience created by students and scientists. The section on Workshop and Laboratory-based Approaches includes a chapter on teaching geochronology to high school students, and another describing an extracurricular school activity program on meteorology. The Program Design section presents chapters on Integrating Geoscience Research in Primary and Secondary Education, on ways to bridge research with science education at the high school level, and on use of online geoscience data from the Great Lakes. The concluding section, Promoting Research-enhanced Outreach, offers chapters on Geoscience Outreach Education with the local community by a leading research-intensive university, and on the use of research to promote action in Earth science professional development for schoolteachers.Geoscience Research and Outreach: Schools and Public Engagement will benefit geoscience researchers who wish to promote their work beyond academia. It offers guidance to those seeking research funding from agencies, which increasingly request detailed plans for outreach activities in research proposals. Policymakers, educators and scientists working in museums, learned societies and public organizations who wish to widen participation will also find this book useful. Together with the companion volume Geoscience Research and Education: Teaching at Universities, this book showcases the key role that geoscience research plays in a wide spectrum of educational settings.
Author | : National Research Council |
Publisher | : National Academies Press |
Total Pages | : 400 |
Release | : 2012-02-28 |
Genre | : Education |
ISBN | : 0309214459 |
Science, engineering, and technology permeate nearly every facet of modern life and hold the key to solving many of humanity's most pressing current and future challenges. The United States' position in the global economy is declining, in part because U.S. workers lack fundamental knowledge in these fields. To address the critical issues of U.S. competitiveness and to better prepare the workforce, A Framework for K-12 Science Education proposes a new approach to K-12 science education that will capture students' interest and provide them with the necessary foundational knowledge in the field. A Framework for K-12 Science Education outlines a broad set of expectations for students in science and engineering in grades K-12. These expectations will inform the development of new standards for K-12 science education and, subsequently, revisions to curriculum, instruction, assessment, and professional development for educators. This book identifies three dimensions that convey the core ideas and practices around which science and engineering education in these grades should be built. These three dimensions are: crosscutting concepts that unify the study of science through their common application across science and engineering; scientific and engineering practices; and disciplinary core ideas in the physical sciences, life sciences, and earth and space sciences and for engineering, technology, and the applications of science. The overarching goal is for all high school graduates to have sufficient knowledge of science and engineering to engage in public discussions on science-related issues, be careful consumers of scientific and technical information, and enter the careers of their choice. A Framework for K-12 Science Education is the first step in a process that can inform state-level decisions and achieve a research-grounded basis for improving science instruction and learning across the country. The book will guide standards developers, teachers, curriculum designers, assessment developers, state and district science administrators, and educators who teach science in informal environments.
Author | : Graham Peacock |
Publisher | : SAGE |
Total Pages | : 200 |
Release | : 2009-05-27 |
Genre | : Education |
ISBN | : 1844454193 |
A secure knowledge of primary science is essential for the trainee teacher. Clear subject knowledge and understanding is the foundation of confident, creative and effective teaching. Written to help trainee primary teachers develop and consolidate their knowledge of science, this fourth edition has been completely revised and updated. The text is structured around the current curriculum and incorporates the Primary National Strategy. All content is linked to the 2007 QTS Standards and new links are made to the Early Years Foundation Stage.
Author | : Myint Swe Khine |
Publisher | : Springer Science & Business Media |
Total Pages | : 313 |
Release | : 2013-06-26 |
Genre | : Science |
ISBN | : 9400741685 |
The critical analysis of science textbooks is vital in improving teaching and learning at all levels in the subject, and this volume sets out a range of academic perspectives on how that analysis should be done. Each chapter focuses on an aspect of science textbook appraisal, with coverage of everything from theoretical and philosophical underpinnings, methodological issues, and conceptual frameworks for critical analysis, to practical techniques for evaluation. Contributions from many of the most distinguished scholars in the field give this collection its sure-footed contemporary relevance, reflecting the international standards of UNESCO as well as leading research organizations such as the American Association for the Advancement of Science (whose Project 2061 is an influential waypoint in developing protocols for textbook analysis). Thus the book shows how to gauge aspects of textbooks such as their treatment of controversial issues, graphical depictions, scientific historiography, vocabulary usage, accuracy, and readability. The content also covers broader social themes such as the portrayal of women and minorities. "Despite newer, more active pedagogies, textbooks continue to have a strong presence in classrooms and to embody students’ socio-historical inheritance in science. Despite their ubiquitous presence, they have received relatively little on-going empirical study. It is imperative that we understand how textbooks influence science learning. This book presents a welcome and much needed analysis." Tina A. Grotzer Harvard University, Cambridge, Massachusetts, USA The present book provides a much needed survey of the current state of research into science textbooks, and offers a wide range of perspectives to inform the 'science' of writing better science textbooks. Keith S Taber University of Cambridge, Cambridge, United Kingdom
Author | : Helena Gillespie |
Publisher | : McGraw-Hill Education (UK) |
Total Pages | : 216 |
Release | : 2007-12-16 |
Genre | : Social Science |
ISBN | : 0335235123 |
What do I need to know about science to teach children in primary school? How can I make my science teaching successful? How do children learn to investigate scientifically? What are the dos and don’ts of science teaching? Written to support teachers who need to boost their science knowledge, this book covers science knowledge in sufficient breadth and depth to enable you to teach science effectively up to the end of Key Stage 2, as well as the core teaching and learning issues involved in the investigative process. Whether you are a student or a fully qualified teacher, the book is designed to help you find what you need quickly. The introduction provides a guide to how to use the book, including a table which cross references the subject knowledge against the National Curriculum, the QCA Scheme of Work and Primary Science Topics. This enables you to use the book in different ways, depending on your individual requirements. To ensure that teachers will be able to teach and respond to questions appropriately, the authors take science knowledge beyond what is required for Key Stage 2. This is important, as it helps to avoid over-simplifying concepts which can then cause misconceptions at Key Stage 3 and beyond. It also helps to broaden and develop the primary teacher’s own knowledge. Science for Primary School Teachers is a core text for teachers in training, and in professional development into the induction year and beyond.