Teaching, Learning & Assessing Science 5-12 by Wynne Harlen

By Wynne Harlen

A new and completely revised version of instructing and studying basic technology . the writer presents a theoretical purpose for why technology may be taught specifically methods, and ideas and examples of the way to do it. 

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Sample text

However, the predictions it gave about the movement of the planets did not coincide with how the planets were observed to move. Johannes Kepler then modified the theory, proposing that the planets' orbits were elliptical, not circular. Newton elaborated the model, providing an explanation for the elliptical orbits in terms of the 'law of gravitation', which gave predictions fitting the observations well - that is, until the technology existed that revealed previously undetected phenomena. Then it was Einstein's theory which fitted the events better.

On the other hand, you can disprove a theory by finding even a single observation that disagrees with the predictions of the theory . . Each time new experiments are observed to agree with the prediction the theory survives, and our confidence in it is increased; but if ever a new observation is found to disagree, we have to abandon or modify the theory. At least that is supposed to happen, but you can always question the competente of the person who carried out the observation. (Hawking, 1988, p.

Buckingham: Open Univerity Press. dllerenshaw, C. and Ritchie, (1988) R. Primary Science: Making it Work. London: David Fulton. Children's ideas The goals of 5-12 science identified in Chapter 2 included ideas under eight broad headings. In Chapter 3, evidence from the close observation of children engaged in an activity with floating blocks of wood showed how children used ideas from previous expenence to try to explain what they found. The role of these ideas in learning means that it is important to be aware of what ideas children may bnng to their classroom expenences.

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