Moving and falling objects/teaching approach: Difference between revisions
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This published article introduces ideas for activities with children on the topic of 'moving and falling objects'. It explores the sorts of {{ | This published article introduces ideas for activities with children on the topic of 'moving and falling objects'. It explores the sorts of {{teachtag|objectives}} they should be meeting, and the {{teachtag|questioning}} teachers may engage in. The activities, which are aimed at progressively older children, engage them in {{teachtag|inquiry}} based learning. The article explores how increasingly complex topics may be taught, and how teachers can ensure that children have a good grasp of a topic. | ||
There are suggestions for further reading to extend the primary teacher's knowledge of the area.<br> Some of the suggestions appear in a related resource [[Progression & questioning techniques in primary science projects ]] | There are suggestions for further reading to extend the primary teacher's knowledge of the area.<br> Some of the suggestions appear in a related resource [[Progression & questioning techniques in primary science projects ]] | ||
Revision as of 08:45, 28 September 2012
This published article introduces ideas for activities with children on the topic of 'moving and falling objects'. It explores the sorts of objectives(ta) they should be meeting, and the questioning(ta) teachers may engage in. The activities, which are aimed at progressively older children, engage them in inquiry(ta) based learning. The article explores how increasingly complex topics may be taught, and how teachers can ensure that children have a good grasp of a topic.
There are suggestions for further reading to extend the primary teacher's knowledge of the area.
Some of the suggestions appear in a related resource Progression & questioning techniques in primary science projects
