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Teaching, Learning and Assessing Science 5 - 12
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Teaching, Learning and Assessing Science 5 - 12

Fourth Edition


November 2005 | 264 pages | SAGE Publications Ltd
`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.

 
Introduction
 
Part I About learning in science
 
Learning in science
 
Children learning
 
The goals of science education
 
Part II Opportunities for learning
 
Providing for development 5-12
 
Teachers' and children's questions
 
Motivation for learning
 
Part III Using assessment for learning
 
Helping learning
 
A framework for decisions
 
Gathering and interpreting evidence of children's science process skills and attitudes
 
Helping development of process skills and attitudes of science
 
Gathering and interpreting evidence of children's ideas
 
Helping the development of scientific ideas
 
The children's role in using assessment for learning
 
Part IV Managing learning in science
 
Summarising and recording learning
 
Resources for learning science
 
Managing science at the School Level

`The power of this book is that it provides a theoretical framework about how children learn science and practical suggestions for how to apply this knowledge to the classroom. Harlen brings her exceptional insights about teaching and learning to weave a rich tapestry that illuminates the use of the process skills of inquiry to develop conceptual understanding and the critical role formative assessment plays to support this endeavor.

This book is a "must-read" for participants in our inquiry and assessment workshops' - Lynn Rankin, Director, Exploratorium Institute for Inquiry

`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

'[S]uccinctly written with a fluid, easy-to-read style that ensures its accessibility and relevance to primary teachers and trainees of any specialism or key stage' - Primary Science Review


This is a very accessible read for students and will aid their growing awareness of assessment.

Dr Colin Howard
Institute of Education, Worcester University
March 15, 2013

Really useful guide for Primary trainees.

Michelle Lowe
Institute for Education Policy Research (Stoke), Staffordshire University
February 14, 2013

provides insight into various aspects of assessment

Dr Prem Heeralal
Dept of Further Teacher Education, University of South Africa
November 1, 2012

New to the 4th edition:

  • Greater emphasis how educational changes affect primary and middle school science teachers
  • New material about motivation for learning

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ISBN: 9781412908726
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