Teaching, Learning and Assessing Science 5 - 12

`Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is certainly a book which will be highly recommended, referred to on many occasions and used extensively′ - Dr Derek Bell, Chief Executive, The Association for Science Education This thoroughly revised and completely up-to-date new edition provides an excellent theoretical framework for teaching science that is firmly grounded in classroom practice and covers all stages of education for students aged five to 12 years. The author details a constructivist view of learning, which recognizes that children already have ideas about the world in which they live, and gives advice on how teachers can help children to develop their understanding and change their perception to a more scientific view. A particular feature is the focus on formative assessment as a framework for discussion on how to help students develop their understanding, enquiry skills and positive attitudes to scientific investigation. The wide range of topics covered include: The nature of students′ learning in science The goals of science education Gathering and interpreting information about students′ ′s ideas Helping development of scientific ideas Gathering and interpreting evidence of students′ enquiry skills and attitudes Strategies for helping development of students′ qnquiry skills and attitudes The learner′s role in learning Summarising and reporting learning Motivating learning Teachers and children′s questions Resources for learning science Managing science in the school Each chapter features useful summaries, points for reflection and further reading, making this acclaimed book indispensable reading for all primary and practitioners and students who want a book that will authoritatively inform, inspire and instruct their science teaching.

Table of Contents:
Introduction Part I About learning in science Learning in science Children learning The goals of science education Part II Opportunities for learning Providing for development 5-12 Teachers′ and children′s questions Motivation for learning Part III Using assessment for learning Helping learning A framework for decisions Gathering and interpreting evidence of children′s science process skills and attitudes Helping development of process skills and attitudes of science Gathering and interpreting evidence of children′s ideas Helping the development of scientific ideas The children′s role in using assessment for learning Part IV Managing learning in science Summarising and recording learning Resources for learning science Managing science at the School Level

About the Author :
Professor Wynne Harlen is one of the key international figures in primary science. She was most recently head of the Scottish Council for Research in Education and is now retired.

Review :
`The power of this book is that it provides a theoretical framework about how children learn science and practical suggestions for how to apply this knowledge to the classroom. Harlen brings her exceptional insights about teaching and learning to weave a rich tapestry that illuminates the use of the process skills of inquiry to develop conceptual understanding and the critical role formative assessment plays to support this endeavor. This book is a "must-read" for participants in our inquiry and assessment workshops′ - Lynn Rankin, Director, Exploratorium Institute for Inquiry `Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is certainly a book which will be highly recommended, referred to on many occasions and used extensively′ - Dr Derek Bell, Chief Executive, The Association for Science Education ′[S]uccinctly written with a fluid, easy-to-read style that ensures its accessibility and relevance to primary teachers and trainees of any specialism or key stage′ - Primary Science Review