Primary Science investigation/teaching approach: Difference between revisions
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m (Fixing tagging, as well as cross-curric, vocabulary, distance learning, share practice, DfE, DfEScience templates) |
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This resource describes the process of doing an investigation for {{ | This resource describes the process of doing an investigation for {{teachtag|inquiry}}-based learning. Teachers could {{tag|sharing practise|share practice}} and lesson {{teachtag|planning}} ideas using the list of pupil skills (e.g. observing). It also lists learning goals for investigation skills (e.g. observing, predicting, problem solving) and ideas for exploring different types of {{teachtag|practical work}} in science. | ||
It could be used for {{ | It could be used for {{teachtag|discussion}} or brainstorming on how to apply these skills to different content areas. The resource emphasises how to encourage pupils to {{teachtag|think like a scientist}} – using {{teachtag|higher order}} thinking skills, {{teachtag|group work}} and {{teachtag|dialogue}} to facilitate {{teachtag|knowledge building}}/{{teachtag|reasoning}}. | ||
Revision as of 08:47, 28 September 2012
This resource describes the process of doing an investigation for inquiry(ta)-based learning. Teachers could share practice(i) and lesson planning(ta) ideas using the list of pupil skills (e.g. observing). It also lists learning goals for investigation skills (e.g. observing, predicting, problem solving) and ideas for exploring different types of practical work(ta) in science. It could be used for discussion(ta) or brainstorming on how to apply these skills to different content areas. The resource emphasises how to encourage pupils to think like a scientist(ta) – using higher order(ta) thinking skills, group work(ta) and dialogue(ta) to facilitate knowledge building(ta)/reasoning(ta).
