This book describes the approaches used by teachers in a range of schools to introduce two specific scientific topics. Common threads are identified through these approaches, as well as points of difference, and are related to a theoretical framework.
The results show
- how teachers made use of children's existing ideas
- how they created the 'need to learn' the new scientific ideas
- how they integrated various resources and approaches, including exposition, analogies and practical tasks, to build up a scientific 'model'
- how children's understanding reflected the approaches used by their teachers.
How to cite this publication:
Sizmur, S. and Ashby, J. (1997). Introducing scientific concepts to children. Slough: NFER.