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Teaching primary Science constructively / edited by Keith Skamp and Christine Preston.

Contributor(s): Material type: TextTextPublisher: South Melbourne, Victoria Australia : Cengage Learning Australia, 2025Edition: Eight editionDescription: xxii, 808 pages : illustrationsContent type:
  • text
Media type:
  • unmediated
Carrier type:
  • volume
ISBN:
  • 9780170472814
Subject(s): DDC classification:
  • 372.35044 T220 23
Contents:
Primary science; every teacher, every child --Constructivist views of learning and teaching science--Implementing the Australian curriculum: science with a constructivist mindset--Thinking and working scientifically: science inquiry in actions --Energy--Electricity--Movement and force--Living things and environments--Human impact: living things, biodiversity loss and climate change--Materials and their properties--Physical and chemical change --Our place in space --Earth's system: resources and land surface changes--Earth's system : weather and water--Final reflections.
Summary: Quality teachers are on a never-ending 'learning' journey in which they continuously evaluate their beliefs and actions about science, learning science and teaching science.
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Holdings
Item type Current library Shelving location Call number Copy number Status Date due Barcode
Books Books CAMPUS CSPC Circulation Section CIR 372.35044 T220 2025 (Browse shelf(Opens below)) 1-1 Available 002142-BUH

Includes index.

Primary science; every teacher, every child --Constructivist views of learning and teaching science--Implementing the Australian curriculum: science with a constructivist mindset--Thinking and working scientifically: science inquiry in actions --Energy--Electricity--Movement and force--Living things and environments--Human impact: living things, biodiversity loss and climate change--Materials and their properties--Physical and chemical change --Our place in space --Earth's system: resources and land surface changes--Earth's system : weather and water--Final reflections.

Quality teachers are on a never-ending 'learning' journey in which they continuously evaluate their beliefs and actions about science, learning science and teaching science.

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