Using Their Brains in Science: Ideas for Children Aged 5 to by Hellen Ward

By Hellen Ward

'This is an interesting and extremely worthwhile book....I can't suggest it hugely adequate. it is going to encourage you' - tuition technology Review

By concentrating on energetic how one can support five to fourteen yr olds enhance their pondering and studying abilities in technological know-how, this e-book presents academics with suggestion and concepts for methods to coach artistic, stress-free and engaging technological know-how lessons.

Linked to up to date study in brain-based studying, the writer supplies useful recommendation on issues including:

o how one can encourage pupils

o constructing students' abilities of detection

o the significance of utilizing move to advertise learning

o enhancing scholars' language abilities and figuring out of medical vocabulary

o feedback for various methods inexperienced persons can checklist in science

o powerful techniques for assessing studying in science

o principles to advertise creativity

o the significance of utilizing ICT to help and advertise learning.

This booklet is an inspirational learn for academics, scholar academics and educating assistants, and an individual attracted to technological know-how and the way young children learn.

Helen Ward is Senior Lecturer at Canterbury Christ Church collage, Programme Director for the Modular PGCE at Christ Church and likewise an self sustaining schooling advisor and lively member of the organization for technological know-how schooling (ASE).

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Additional info for Using Their Brains in Science: Ideas for Children Aged 5 to 14

Sample text

It is enjoyable to hear some children talk about what they have planted with their grandparents and what they know. This information is not often volunteered in a typical investigative situation where one factor is altered and the idea is to see what changes will occur. Learners will not always relate such work to real life, but may see it as an experiment; ‘I do not like it as mine never works and I always get it wrong’ (James, Year 5, Kent LA). This can result in a rejection of learning in science, as well as reducing opportunities for the retention and retrieval of learning.

Other ways to improve retention and retrieval are • Science word memory Start with five words for young learners and stretch to ten for older or experienced players. Number the words, for example (1) stem, (2) root, (3) leaf, (4) flower, (5) petal (younger learners) and ask them to remember what was number 4? And then number 2? With older learners the words and their quantity can be increased, for example (1) root, (2) stem, (3) stamen, (4) style, (5) flower, (6) stigma, (7) ovule, (8) ovary, (9) leaf, (10) sepal.

It meets the needs of learners, and it works – so it is used on a regular basis. The explanation may be refined and regenerated yearly, in the best storytelling tradition, but the moral is understood and history will have shown that this way of delivering this piece of information is effective. Such explanations work because they place something new into what is already known; there are already networks of understanding and the explanation completes the picture for the learner. Eureka moments come when something falls into place rather than when something totally new emerges from nowhere.

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