Creative Teaching in Primary Science

Creative teaching has the potential to inspire deep learning, using inventive activities and stimulating contexts that can capture the imagination of children. This book enables you to adopt a creative approach to the methods and content of your primary science teaching practice and confidently develop as a science educator. Key aspects of science teaching are discussed, including: planning for teaching and learning assessing primary science cross-curricular approaches the intelligent application of technology sustainability education outdoor learning Coverage is supported by illustrative examples, encouraging you to look at your own teaching practice, your local community and environment, your own interests and those of your children to deepen your understanding of what constitutes good science teaching in primary schools. This is essential reading for students on primary initial teacher education courses, on both university-based (BEd, BA with QTS, PGCE) and schools-based (School Direct, SCITT) routes into teaching. Dr Roger Cutting is an Associate Professor in Education at the Institute of Education at Plymouth University. Orla Kelly is a Lecturer in Social, Environmental and Scientific Education in the Church of Ireland College of Education.

Table of Contents:
Introducing creative science Misconceptions and enabling conceptual change in science Pedagogical approaches and the teaching of science The importance of teacher knowledge in science Planning and assessing creative approaches in science Working scientifically Getting creative with technology in science Art and design and creative science Creative science through drama and storytelling Sustainability and primary science Teaching science outside the classroom The science of health and wellbeing Teaching controversial issues in science A science of equality

About the Author :
Dr. Roger Cutting is an associate professor in Education at the Institute of Education at Plymouth University in England. He has a background in science research, but also has wide and complimentary experience of teaching science at many levels across the primary, secondary, and tertiary sectors. Now at Plymouth University, he contributes to a range of courses with particular emphasis on science education and sustainability, and has recently been awarded a number of teaching fellowships and nominations for teaching excellence. He is program leader for the Masters in Learning for Sustainability and is an active member of the Learning Outside Formal Education (LOFE) research group. He is also a research fellow for the Centre for Sustainable Futures. Dr Orla Kelly is a Lecturer in Social, Environmental and Scientific Education in the Church of Ireland College of Education in Dublin, with responsibility for science, history and geography education on the BEd. Prior to this appointment in 2013, she was the subject leader for science at Plymouth University. She was appointed as a Lecturer in Science Education in 2006 and the beginnings of a productive and enjoyable research partnership with Roger Cutting began when they were awarded a Plymouth University Teaching Fellowship. It was also at Plymouth University that she had the opportunity to share her passion for drama, teaching it to students on both the BEd and PGCE. As a qualified speech and drama teacher and a chemistry graduate Orla has long been aware of the perceived tension between the Creative Arts and Science. Her PhD research was centred around problem-based learning as an innovative approach to teaching practical chemistry. Her passion and interest in innovative teaching approaches continues and guides her research and practice. She is a member of the advisory panel for Chemistry Education Research and Practice and is a regular reviewer. She has a number of peer-reviewed publications and has presented widely at a variety of international conferences.

Review :
′This book combines argument and evidence about the importance of creativity in teaching and learning with ideas for classroom activities that go beyond the usual run of science topics. Yet these experiences are essential if we are to achieve the aims of developing thoughtful young people who care for the environment and for their own and others’ well-being.′