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Langley, Mark – School Science Review, 2014
Science is at heart a practical subject, but the perception of what makes good teaching and learning through practical science is often misunderstood. Through working with teachers on professional development courses at the UK's National Science Learning Centre, and drawing on work carried out by other organisations, we present some thoughts and…
Descriptors: Delivery Systems, Educational Quality, Instructional Effectiveness, Science Course Improvement Projects
Wegner, Claas; Minnaert, Lea; Strehlke, Friederike – Primary Science, 2013
Since 2006, the Kolumbus-Kids project in Germany has been supporting gifted learners between the ages 9 and 12. Selected children from regional schools are invited to participate in courses dealing with biological problems and phenomena at university. In order to attend these sessions, they first have to pass a special performance test and a test…
Descriptors: Gifted, College School Cooperation, Science Course Improvement Projects, Science Activities
Keeley, Page – Science and Children, 2011
Assessment serves many purposes in the elementary classroom. Formative assessment, often called assessment for learning, is characterized by its primary purpose--promoting learning. It takes place both formally and informally, is embedded in various stages of an instructional cycle, informs the teacher about appropriate next steps for instruction,…
Descriptors: Elementary School Science, Formative Evaluation, Physical Sciences, Science Course Improvement Projects
Goodnough, Karen; Hung, Woei – Teaching Education, 2009
In this study, five elementary teachers and a university researcher developed and implemented problem-based learning (PBL) experiences in the context of science teaching and learning. Collaborative inquiry was adopted as a methodology, while a variety of qualitative methods were used to examine the engagement and development of teachers'…
Descriptors: Educational Strategies, Elementary School Science, Problem Based Learning, Pedagogical Content Knowledge

Wilson, John T.; Chalmers-Neubauer, Irene – Science Education, 1990
Described and assessed was the teacher's role in three elementary school science programs which included hands-on learning experiences for the students. Results indicated that this role varied with the manner in which hands-on materials were used in the program. (CW)
Descriptors: Educational Strategies, Elementary School Science, Experiential Learning, Science Course Improvement Projects