Teaching, learning and assessing science 5-1 2
Buku ini diterbitkan tahun 2001 oleh Paul Chapman Publishing Ltd, London adalah buku edisi Ketiga.
Judul: Teaching, learn ing and assessing science 5-1 2 Edisi ke tiga.
Oleh: Wynne Harlen
Penerbit: Paul Chapman Publishing Ltd, London
Tahun: 2001
Jumlah Halaman: 272 hal.
Penulis:
Ron Best is Professor and Dean of Education, University of Surrey
Roehampton
Lingkup Pembahasan:
buku ini ditulis dalam menanggapi perkembangan berikut perubahan besar yang terjadi di
1990-an di bidang ilmu pengetahuan dalam pendidikan anak-anak di rentang usia 5-12. Pada saat itu pentingnya ilmu sebagai bagian dari pendidikan dasar sedang diakui di banyak negara melalui
pengembangan pedoman kurikulum nasional atau Negara secaraluas atau standar, beberapa hukum dan beberapa didukung oleh program penilaian dan pengujian. Pengaruh terhadap pendidikab diharapkan ilmu menjadi bagian dari pendidikan dasar setiap anak sejak usia dini adalah untuk menarik perhatian berbagai masalah yang berkaitan dengan penyediaan sarana. Isu-isu ini berkisar dari sifat pembelajaran anak-anak di bidang ilmu pengetahuan untuk masalah guru yang kurang efektif dilengkapi oleh pendidikan dan pelatihan ilmu mengajar. Akibatnya tujuh tahun terakhir telah melihat peningkatan penelitian yang bertujuan menerangi masalah ini dan perkembangan untuk mendukung pengajaran. Pada akhirnya dihasilkan perkembangan pemahaman dan dalam ketentuan untuk mengajar, termasuk peluang dibuka oleh penggunaan informasi dan teknologi komunikasi (ICT), yang tercermin dalam perubahan dibuat dalam memproduksi edisi ketiga buku ini.
Daftar Isi:
Introduction ix
Acknowledgements xii
1 Teaching science 5-12: why and how 1
The value of teaching science 5-12 1
The basis of classroom decisions 2
A general framework for classroom decisions 4
Applying the model to teaching science for understanding 5
Summary 10
2 The goals of science education 12
The value to individuals and to society 12
Science education for all 13
The nature of scientific activity 16
The goals of science 5-12 22
Summary 24
Points for reflection 24
Further reading 25
3 Children learning 26
Children observed 26
Common themes 38
Summary 39
Points for reflection 39
Further reading 39
4 Children's ideas 40
Some ideas in the main areas of understanding 40
General characteristics of children's ideas 53
Implications for teaching 55
Summary 56
Points for reflection 57
Further reading 57
5 Changing ideas 58
A model of the development of ideas 58
Testing the model 61
The origin of ideas: old wives' tales or products of thinking? 73
The role of processes in the development of conceptual understanding 65
Summary 67
Points for reflection 68
Further reading 68
6 Children's leaming experiences 69
Opportunities for developing ideas 70
Opportunities for developing scientific process skills and attitudes 73
Types of investigation 80
Activities at different stages 82
Summary 88
Points for reflection 89
Further reading 89
7 The teachefs role: overview 90
Setting up the learning environment 90
Classroom activities 94
Interacting with children: teachers' and children's roles 102
Summary 106
Points for reflection 106
Further reading 107
8 Assessing for learning 108
Meaning of assessment 108
Purposes of assessment 110
Formative assessment 111
Summative assessment 116
Using assessment for school evaluation and target-setting 118
The case for improved formative assessment 120
Summary 121
Points for reflection 121
Further reading 122
9 Gathering evidence about children's leaming 123
Gathering evidence about children's ideas 123
Gathering evidence about process skills 129
Planning for assessment as part of teaching 132
Involving children in formative self-assessment 135
Summary 139
Points for reflection 140
Further reading 140
10 Interpreting evidence for formative assessment 142
Progression in learning 143
Indicators of development 146
Examples of indicators of development of process skills 147
Examples of indicators of development of scientific attitudes 150
Examples of indicators of development of understanding 152
Summary 155
Points for reflection 156
Further reading 156
11 Helping the development of scientific ideas 157
Helping children to test their ideas 158
Providing access to alternative ideas 161
Promoting communication and reflection 165
Summary 171
Points for reflection 1 72
Further reading 172
12 Helping the development of process skills and attitudes 173
Promoting the use of process skills 173
Common strategies 189
Helping the development of scientific attitudes 190
Summary 194
Points for reflection 194
Further reading 195
13 Gathering and interpreting evidence for summative assessment 196
Interpreting evidence from regular activities 197
Using special tasks or tests 202
Combining judgements from ongoing assessment and special tasks 208
Making and using records 210
Children's participation in summative assessment 212
Summary 214
Points for reflection 215
Further reading 215
14 Choosing and using resources 216
Resources for firsthand study 216
Using ICT to support firsthand investigation 221
Information sources for children 224
Visits, links and out-of-school resources 227
Summary 233
Points for reflection 233
Further reading 233
15 The whole-school role 234
The role of the science subject leader 235
Curriculum planning at the school level 237
Record-keeping at class and school levels 239
School self-evaluation and development planning 240
Self-evaluation at the class level 243
Professional development 244
Summary 246
Points for reflection 247
Further reading 247
Referentes 248
Index 253
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