ISBN: 9781412908719

`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 asses… More...

`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. Business Business eBook `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.<

2000, ISBN: 9781412908719

Hardcover

PN. New. 2000. Reprint Edition. Stapled Soft Cover. Date is copyright date; this is a later reprint edition ., PN, 2000, 6, Metropolitan Museum of Art. New in New dust jacket. 1998. First… More...

PN. New. 2000. Reprint Edition. Stapled Soft Cover. Date is copyright date; this is a later reprint edition ., PN, 2000, 6, Metropolitan Museum of Art. New in New dust jacket. 1998. First Edition. Hardcover. 0300086113 . New unused. A scholarly treatment of the early Netherlandish painter Gerard David, an important figure of the Northern Renaissance. It covers his working methods and underdrawings, also his origins, his early years in Bruges, his development of landscape painting, and his dealings with foreign patrons. "focusing on the motivating forces behind the startling changes in his work caused by shifting devotional practices, changing art markets, the accommodation of foreign art clients, and the evolving secular nature of painting demanded by the newly wealthy middle class in the early years of the 16th century." 343 illustrations and full color reproductions. Annotation copyrighted by Book News, Inc. , Portland, OR; Color and black and white photographs and illustra; 11.37 X 8.69 X 0.99 inches; 360 pages ., Metropolitan Museum of Art, 1998, 6, Hardback. New. First published in 1984, this book presents a survey of housing problems in various European countries and how individual states have responded. Each chapter begins by surveying the problem in each country since the Second World War, before going on to outline the roles fulfilled by national housing agencies and local authorities, as well as assessing the impact of housing policies on society and on the physical shape of cities. It considers whether housing policies have succeeded or failed and how the `housing problem' has changed over time. Each chapter draws out lessons that can be learned for the future from each country's past handling of the problem. This book will be a useful reference for those interested in housing, including planners, geographers, economists, sociologists or policy-makers., 6, Hardback. New. The most recent recession led to an unprecedented increase in the number of those unemployed for more than 26 weeks (the long-term unemployed). As a result, congressional interest in policy initiatives to expedite the return to work grew. This report examines a variety of initiatives and measures within the Unemployment Compensation (UC) program that might reduce long-term unemployment for beneficiaries with a focus on unemployment compensation insurance and military service; the eligibility for students under state and federal laws; receipt of unemployment insurance by higher-income unemployed workers (millionaires); the Self-Employment Assistance (SEA) program; consequences of changes in state unemployment compensation laws; the impact of the sequestration on unemployment insurance benefits; and the legislative issues in the 113th Congress relating to unemployment insurance., 6, Hardback. New. Provides a theoretical framework for teaching science that is firmly grounded in classroom practice, and covers various stages of education for students aged 5 to 12. The author details a constructivist view of learning, and gives advice on how teachers can help children change their perception to a more scientific view., 6<

ISBN: 9781412908719

Hardcover

[ED: Hardcover], [PU: PAPERBACKSHOP UK IMPORT], Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of ou… More...

[ED: Hardcover], [PU: PAPERBACKSHOP UK IMPORT], 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. 264 p. - 9.5300 x 6.6900 in Versandfertig in 2-4 Wochen, DE, [SC: 0.00], Neuware, gewerbliches Angebot, offene Rechnung (Vorkasse vorbehalten)<

ISBN: 9781412908719

`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 asses… More...

`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. Business Business eBook, SAGE Publications<

ISBN: 9781412908719

Teaching Learning and Assessing Science 5 - 12 4th Edition Author :Wynne Harlen 9781412908719 141290871X, [PU: SAGE Publications]