4 resultados para teaching primary science
Resumo:
This session will provide you with opportunity to find out what is being achieved and explore the implications for your own practice.
Resumo:
Science reported in the media is an authentic source material to explore science research and innovation, to learn how science works and to consolidate science literacy skills.
Media reports intended to communicate science research and innovation provide opportunities for teachers to develop among their pupils the critical reading skills that are essential for promoting literacy in science.
This study focuses on a curricular intervention with upper primary pupils (age 11 years) and uses science reported in the media to facilitate science directed learning in the primary curriculum.
The study suggests that the use of science based media reports can be a positive learning experience for pupils. Strategies and teaching approaches can be used to boost pupils’ confidence and competence to adopt critical reading strategies when they encounter science-based media.
Critical reading and reasoning strategies vary in their degree of difficulty. This study would suggest that, when using media-based resources, teachers need approaches that systematically address the different levels of cognative challenge presented by media resources and create opportunities within the curriculum to revisit, consolidate and develop pupils’ critical reasoning skills.
Resumo:
This study provides additional insight into how outdoor learning can be used as a vehicle to address transition issues. This study analyses the benefits of outdoor learning through the use of shared learning days with young people in the primary-secondary transition phase. This paper argues that a carefully designed programme of outdoor ‘shared learning days’ with young people in both phases working together is a sound model to help address the recommendations arising from specific transition issues (Mullan, 2014; Rose, 2009) through the delivery of aligned outcomes (cognitive, affective, interpersonal/social and physical/behavioural) and impact from learning science outdoors (Rickinson et al., 2004).