| Description |
192 pages : illustrations ; 22 cm |
| Series |
Exploring primary science and technology |
|
Exploring primary science and technology.
|
| Contents |
1. The place of differentiation in primary science --2. What do we mean by ability in science? -- 3. Finding starting points -- 4. Factors influencing children's science -- 5. Developing models for differentiated learning -- 6. The process of differentiation |
| Summary |
What is differentiation? How can it be put into practice in primary science lessons? Is it really possible to provide differentiated learning activities for a class of thirty or more primary children? Taking a refreshingly pragmatic approach, Anne Qualter addresses these challenging issues in this book. Drawing on her own experience as a classroom teacher combined with research undertaken in a wide range of primary classrooms, the author shows that genuinely differentiated primary science is achievable. Using several classroom examples, she argues that differentiation is not simply about categorizing children as more or less able but involves the teacher in complex decisions which take account of the child's understanding and capabilities, their cultural background, gender, linguistic capabilities, interests and a variety of other factors. The book will be invaluable reading for both trainee and practising primary school teachers |
| Analysis |
Great Britain |
|
Primary schools Curriculum Science |
|
Great Britain |
|
Primary schools Curriculum Science |
| Notes |
Bibliography: p[181]-188. - Includes index |
| Bibliography |
Includes bibliographical references and index |
| Subject |
Science -- Study and teaching (Elementary) -- Great Britain.
|
|
Science -- Study and teaching (Primary) -- Great Britain.
|
| LC no. |
95047949 |
| ISBN |
033519575X (paperback) |
|
0335195768 (hardcover) |
|
