Problem Solving in School Science
This book, published in 1986 by Macdonald & Co, was written with the view that children should be encouraged to use their own initiative in problem solving and be encouraged to come up with their own ideas for investigations. The core belief was that children develop a positive self-image by overcoming challenges without an adult…
Candles
The Teaching Primary Science book Candles uses the study of candles to illustrate how much science can come from the study of everyday objects. It describes a selection of the many investigations which start from candles and which give some idea of what science is. The first two chapters discuss matters of classroom organisation…
Paints and Materials
The Teaching Primary Science book Paints and materials draws upon some of the materials and techniques of artistic expression to explore ways of asking questions and finding answers in a scientific way. Each chapter contains an activity and a list of materials for practical experience. This is followed by an analysis of the activity…
Aerial Models
The Teaching Primary Science book Aerial models concerns activities which are likely to arouse interest, excitement, enterprise and competition. The book recognises that whilst these actions can be used as stimuli leading to scientific work, measurement and the acquisition of new knowledge, there can be problems in relation to materials,…
Musical Instruments
The Teaching Primary Science book Musical instruments uses instruments and other materials readily available in primary schools as the basis for investigations through which children can begin to understand and enjoy aspects of physics. The book aims to provide help for those teachers and student teachers who do not specialise in…
Science From Wood
The Teaching Primary Science book Science from Wood was intended to complement the two texts in the Science 5/13 series Working with wood, stages one and two and Working with wood background. The activities proposed were expected to apply more to younger age groups, with suggestions of ways of using the most economical sources of…
Mirrors and Magnifiers
The Teaching Primary Science book Mirrors and magnifiers describes activities which can be carried using these materials at any age. The book pays attention to problems such as holding mirrors upright and choosing and using hand lenses. Teaching methods are discussed and there is reference to learning objectives selected from those…
Fibres and Fabrics
The Teaching Primary Science book Fibres and fabrics contains many suggestions for classroom work about fabrics and paper, both of which are made from fibres. It begins with a discussion of some of the problems of teaching and organising this topic and considers how they might be overcome. There are then several chapters focusing…
Science From Water Play
The Teaching Primary Science book Science from water play contains many suggestions for organisation and for activities arising from water play with infants to more structured investigations of floating and sinking with older children. It discusses equipment and classroom organisation and provides some case studies and question for…
Seeds and Seedlings
The Teaching Primary Science book Seeds and seedlings contains many suggestions for class organisation and for activities relating to this topic. It acknowledges and makes suggestions for addressing the problem of what to do between sowing seeds and producing seedlings and then harvesting. The book combines information and suggestions…
Introduction and Guide to Teaching Primary Science
This introductory book to the series Teaching Primary Science consists of chapters which show the teacher how to develop science from the interests of children. Some sections deal specifically with methods of teaching, resources etc, and show teachers how to choose topics from other books in the series. Most chapters deal with…
Time, Growth and Change
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Time, Growth and Change give suggestions for activities children could undertake. The cards are divided into groups, denoted by a symbol on the cards, according to their subject: time, growth and change. The teachers’ guides…
Which and What?
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Which and What? differs from the other packs in the Learning Through Science series because the cards are intended for identification use only. They do not suggest pupil activities. There are twelve cards, each twice the size of the…
Electricity
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Electricity give suggestions for activities children could undertake. This pack is different from other units in that the 24 cards are divided into three sequences of eight cards and within two of these sequences, Basic circuits and…
Earth
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Earth give suggestions for activities children could undertake. The cards are divided into groups according to their subject: fieldwork, rock testing, soils, crystals, riches of the Earth, and past environments. On the cards the grouping…
Moving Around
The Learning Through Science teachers’ guides and students’ assignment cards for the unit Moving Around give suggestions for activities children could undertake. The cards are divided into groups according to their subject: cars and lorries, wheels, machines, and magnets. On the cards the grouping is denoted by a symbol.…
On the Move
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit On the Move give suggestions for activities children could undertake. The cards are divided into groups according to their subject: animals moving, and make it, test it. On the cards the grouping is denoted by a symbol. The teachers’…
Out of Doors
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Out of Doors give suggestions for activities children could undertake. The cards are divided into groups according to their subject: looking at the soil, watching the weather, and shapes, measures and counts. On the cards the grouping…
All Around
The Learning Through Science teachers’ guide and pupils’ assignment cards for the unit All Around give suggestions for activities children could undertake. The cards are divided into groups according to their subject: science on the doorstep, looking at plants and looking at animals. On the cards the grouping is denoted…
Sky and Space
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit on Sky and Space give suggestions for activities children could undertake. The cards are divided into groups according to their subject, such as stars, planets, the weather, space, etc. On the cards the grouping is denoted by a symbol.…
Materials
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit on Materials give suggestions for activities children could undertake. The cards are divided into groups according to their subject: in the home, in the school, and in shops and supermarket. On the cards the grouping is denoted by…
Colour
The Learning Through Science teachers’ guides and pupils’ assignment Cards for the unit on Colour give suggestions for activities children could undertake. The cards are divided into groups according to their subject: art and colour, looking at colour, colour and ourselves, chemistry and colour, and colour in the environment.…
Ourselves
The Learning Through Science teachers’ guides and pupils’ assignment cards for the unit Ourselves give suggestions for activities that children could undertake. The cards are divided into groups which relate to each other in subject areas, such as sight, hearing, feeling, smelling, etc. These divisions are denoted by…
Learning Through Science: Student Teachers’ Pack
The Learning Through Science Student teachers’ pack serves as an introduction to the project’s materials and also constitutes a reduced pack which could support a number of short topics. It takes four of the 12 packs (see Teachers’ guide and Pupils’ assignment cards) and a selection of cards from each pack…
Learning Through Science: Guide and Index
Learning Through Science Guide and Index combines a discussion of how enquiry skills, basic ideas and attitude development can interlink in children’s learning in science with practical advice in the use of the project's materials. It gives information on organization, the objectives that can be achieved, evaluation of…
Science Resources for Primary and Middle Schools
This is learning Through Science Guide is about the resources needed to carry out science in primary and middle schools. The guide was primarily intended to help a school staff to assemble the resources that are needed for scientific explorations, but also of value to individual teachers. It describes the objects and materials that…
Science for Children with Learning Difficulties
The Learning Through Science guide on Science for Children with Learning Difficulties was written for teachers of children in the age range 8 to 13 who are unable to manage learning tasks which are successfully completed by most of their peers. This followed the recommendation in the Warnock Committee report of 1978 that particular…
With Objectives in Mind
The Science 5/13 book With objectives in mind states the education convictions underpinning the project as being that: • In general, children work best when trying to find answers to problems that they have themselves chosen to investigate. • There problems are best drawn from their own environment and tackled largely…
Using the Environment 3: Tackling Problems Part 2
The activities described in the Science 5/13 units Using the environment 3: tackling problems are designed for children aged 9-13, when they are becoming more capable of thinking logically and begin to speculate about the causes of phenomena and how their ideas could be tested. The work described takes children and teachers beyond…
Using the Environment 3: Tackling Problems Part 1
The activities described in the Science 5/13 unit Using the environment 3: tackling problems are designed for children aged 9-13, when they are becoming more capable of thinking logically and begin to speculate about the causes of phenomena and how their ideas could be tested. The work described takes children and teachers beyond…
Using the Environment 2: Investigations Part 1
The Science 5/13 unit Using the environment 2: investigations part 1 contains many questions and suggestions designed to help children work actively and purposefully in depth. This is most likely to happen when children find something of particular interest. The focus of part one of this unit is to ensure that this interest leads…
Structures and Forces, Stage Three
The Science 5/13 unit Structures and forces stage three continues to study of structures and forces met in children’s daily experience as in Structures and Forces Stages One and Two. However, in stages one and two the forces met were always balanced and the structures in which they acted did not move. The stage three unit deals…