Primary Science number 127
Number 127 - March 2013
|5|| Signing in science
Rachael Ashby shows how sign language can help children get to grips with science.
|8|| Twitter – my best CPD ever!
Twitter has come of age. If you want to know more about how to use it or what the point of this social network site is then Richard Needham has some tips for you.
|10|| Have words, will understand?
Shifting the focus from words to concepts – does it work? Jon James shares the findings of a project with three primary schools.
|14|| Use of apps in science
Claire Rees describes some of the apps that her school is using on their newly acquired tablet computers to enhance science.
|16|| Feeling the way
In the first instalment of a two-part article, Mick Statham offers a model of how to ‘improve science learning in 30 minutes’, using an alternative perspective on a language-based kinaesthetic approach to teaching science.
|19|| Making learning stick
Gareth Metcalfe looks at strategies for embedding scientific understanding to ensure that learning experiences are effectively translated into the long-term memory of all pupils.
|23||The nature of science
Berry Billingsley provides some ideas on ways to teach and conduct discussions about science and religion in schools.
|26|| Taking a ‘Giant Tour’ to explore the human body
Dan Davies evaluates the impact of a workshop that uses role-play to help children learn about bodily systems and keeping healthy.
|29|| World War II activity day: through the eyes of trainee teachers
Emily Clark, Laura Hornsby, Abigail Howard and Kathryn Pople share what they learnt from a recent teaching practice experience.
|32||Egyptians, yoghurts and ‘Britain’s got Yoghurt’
Trainee teacher Heidi Snook explores how using a child-centred approach to learning and a familiar context can help develop understanding
|35|| Do you know your ABC?
Claire Neale explains why teaching Emergency Life Support in primary schools is so important.