Art of Teaching Primary Science

Front Cover
Allen & Unwin, Sep 1, 2007 - Education - 272 pages
Children have an innate curiosity about the natural world that makes teaching science a rewarding experience.

However teaching science is an art that requires a unique combination of knowledge and skills to make the most of students' interest and foster their understanding. With contributions from leading educators, The Art of Teaching Primary Science addresses the fundamental issues in teaching science in primary and early childhood years.

Reflecting current research in science education, The Art of Teaching Primary Science covers the following areas:

* the theoretical underpinnings of science education and curriculum;

* effective science teaching practice planning, teaching strategies, investigations, resources and assessment;

* key issues including scientific literacy, integrating science and technology, and activities outside the classroom.

The Art of Teaching Primary Science is invaluable for student teachers as a guide to the fundamentals of science education, and as a resource for experienced teachers to review and enhance their professional skills.

'An excellent reference for those teachers of the primary years seeking the best ways to engage their students in good science and scientific investigation, and keen to link these with other learning areas.'

Peter Turnbull, President, Australian Science Teachers Association

What people are saying - Write a review

We haven't found any reviews in the usual places.


Part II Implementing the Art of Teacching Primary Science
Part III Extending the Art of Teaching Primary Science

Other editions - View all

Common terms and phrases

Popular passages

Page 13 - I believe it is the atomic hypothesis (or the atomic fact, or whatever you wish to call it) that all things are made of atoms — little particles that move around in perpetual motion, attracting each other when they are a little distance apart, but repelling upon being squeezed into one another.
Page 13 - If, in some cataclysm, all of scientific knowledge were to be destroyed, and only one sentence passed on to the next generation of creatures, what statement would contain the most information in the fewest words?
Page 41 - DF (2003). Conceptual change: A powerful framework for improving science teaching and learning.
Page 164 - At the end of this chapter you will be able to: • Explain the term inheritance and why it is important in object-oriented programming.
Page 233 - By the end of this chapter you will be able to: • Describe the development of the electronic marketspace Outline an approach to developing an e-marketing plan Describe the key benefits of e-marketing.
Page 146 - The independent variable is plotted on the horizontal axis and the dependent variable is plotted on the vertical axis.
Page 247 - The influence of attitude on science teaching and learning', School Science and Mathematics, (85), 222-32.
Page 19 - ... Another topic deserving discussion is Einstein's modification of Newton's law of gravitation. In spite of all the excitement it created, Newton's law of gravitation is not correct! It was modified by Einstein to take into account the theory of relativity. According to Newton, the gravitational effect is instantaneous, that is, if we were to move a mass, we would at once feel a new force because of the new position of that mass; by such means we could send signals at infinite speed. Einstein advanced...

About the author (2007)

Vaille Dawson is Senior Lecturer in Science Education at Edith Cowan University.

Grady Venville is Professor of Science Education at the University of Western Australia. Both have extensive experience as teacher educators, and they are the editors of the widely used secondary science education text, The Art of Teaching Science.

Bibliographic information