In this article, Jane Winter describes a pilot project that uses a simple and engaging science activity to raise children's science capital, as well as increasing understanding of the potential of science to combat world problems. "Potatoes to plastics" is a Centre for Industry Education Collaboration (CIEC) project, aimed at key stage 2…

By placing the Focused Assessment approach within the TAPS pyramid framework, schools are beginning to find a number of ways in which learning in science can be enhanced for pupils. The quotations in this article provide examples of the ways in which science subject leaders (SSL) describe the impact of TAPS on their pupils.

This study provides a qualitative approach to the issue of student engagement with a particular focus on urban area young learners in 4th grade science classes. Each class consisted of approximately 25 students. The students were given Interactive Notebooks to see whether this intervention helped promote greater engagement with the science…

This chapter introduces an interactional graphic tool together with a model for "inquiry-based science teaching" (abbreviated as IBST). The combination of the graphic tool and model offers an approach to support the planning, implementation, reflection and analysis of dialogic IBST. The potential use is illustrated here using a case…

The K-8 Early Implementers Initiative has found that careful planning is critical. With thin planning, unexpected detours or dead ends are likely. However, with solid planning, districts are more likely to achieve their implementation goals and may discover some express lanes for their implementation journey. This evaluation report documents…

This report describes the core standards process for Utah Public Schools. During fiscal year 2017-2018, the Utah State Board of Education (Board) continued revisions to core standards for Health Education, K-5 and 9-12 Science, and Early Childhood Education. The Health Education Core is currently out for 90 days of public review which closes…

Pre-service primary teachers mostly have negative attitudes towards science teaching and learning, and their science background is usually low. This usually results in them feeling unable or unconfident to teach science at school. A previous step to improve their willingness to teach science to children is that they feel they can learn in-depth…

The "Next Generation Science Standards" framework outlines scientific and engineering practices as a key element of student development. Educators are just beginning to discover effective and meaningful ways to teach science content to students with intellectual disability; however, the literature on teaching science practices is still…

A constructivist philosophy underpinning science teaching and learning for over 100 years in United Kingdom (UK) classrooms places "conceptual change" at the heart of classroom work in which children's scientific ideas form, strengthen and change. In this article, the author explains how the simple, effective method of "eyes…

Julie Wiskow's fascination with space started in 2013-2014 when her year 5 (age 9-10 year) class took part in the European Space Education Resource Office (ESERO) Primary Space project and they were one of the first primary schools in the UK to achieve a Gold "Space Education Quality Mark". The experience was a huge success, with…

The aim of the study was to reveal the learning environments created by primary teachers in science classes and their teaching styles and compare them with the learning environments and teaching styles that their students dream of. Qualitative survey research design was used to find an answer to the research problem. In this study, the…

Computational thinking (CT) is increasingly acknowledged as an essential skill to solve problems interdisciplinary. This paper describes the development and validation of the unplugged activity of CT in science (ACTS) module, which is specifically designed to integrate CT. The present study was conducted in five phases: Phase I was composed of…

This study explores the learning outcome of science learning with integrating science trade book reading of 5th graders. A quasi-experimental design was used in this study at an elementary school in New Taipei City. Students in the experimental group (N=59) were given instructional strategies on integrating science trade book reading into science…

How do teachers identify the potential for greater depth writing and encourage children to meet their full potential? This book was created by people who are not only passionate about primary education, but who are also leading experts in their own particular areas. They have made use of their wide experience to offer practical guidance on greater…

The purpose of this study is to examine the effects of journal writing, which is one of the "writing to learn" activities, on students' academic achievement, learning retention, and attitudes towards science in the elementary school fourth grade science course unit called "Illumination and Sound Technologies".…