Science

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Available Now 2014, 249 x 176 mm, 352 pp 9781107636347 | Paperback (also available as an eBook) E P

Available Now 2015, 249 x 176 mm, 327 pp 9781107548701 | Paperback (also available as an eBook)

Young Children and the Environment

Early Education for Sustainability Second Edition

Edited by Julie Davis, Queensland University of Technology

This second edition has been substantially revised and updated. It includes a new section exploring sustainability education in a variety of global contexts, researched and written by authors recognised as leaders in their own countries. It remains accessibly written with ample case studies, vignettes and ‘Provocations’ to engage readers.

Contents

Part I. 1.What is early childhood education for sustainability and why does it matter? 2. Children in the natural world. 3. Leadership for creating cultures of sustainability. 4. Practical possibilities and pedagogical approaches for early childhood education for sustainability: the Kenmore West story. 5. Ethics and pedagogy at the heart of early childhood education for sustainability. 6. Reconciliation and early childhood education for sustainability: broadening the environmental paradigm. 7. The world is getting flatter: ICT and education for sustainability in the early years. 8. Healthy and sustainable environments for children and communities. 9. Food first: beginning steps toward children’s sustainable education. 10. Early learning for sustainability through the arts. 11. The children’s environment project: developing a transformative project approach with children in a kindergarten.

Part II. 12. Caring for oneself, others and the environment: EfS in Swedish preschools. 13. Beyond traditional nature-based activities to education for sustainability: a case study from Japan. 14. Education for sustainable development in early childhood in Korea. 15. Early childhood education for sustainability in the United Kingdom. 16. Using research and a systems approach to mainstream change in early childhood education for sustainability. Science for Children

Marilyn Fleer, Monash University

Designed to prepare future educators for practice, Science for Children challenges students and offers practical classroom-based strategies for their science teaching careers. It presents a wealth of science content across the birth-to-twelve-years continuum, demonstrating how science can come alive in the classroom.

Contents

Part I. Research Foundation for Developing a Personal Approach to Teaching Science 1. Science as a human endeavour 2. Researching children’s understanding and ways of learning

Part II. Transmission and Discovery Approaches to Teaching and Learning in Science 3. A transmission approach to teaching science 4. A discovery–based approach to learning science

Part III. Inquiry-Based Approaches 5. Inquiry-based approach to teaching science 6. Inquiry-based approach to learning science 7. Teaching for conceptual change: constructivism

Part IV. Inclusive Constructions of Knowledge across and within Communities and Cultures 8. Conceptual play and contextual and conceptual intersubjectivity: cultural–historical approaches to learning science 9. Culturally sensitive teaching: sustainability and relatedness in our ecosystems

Part V. Leadership in Science 10. Becoming a leader of science: situating yourself

Includes bonus enhanced eBook

A TEACHER’S TOOLKIT

IN THE PRIMARY SCHOOL STEM EDUCATION

Anne Forbes Vinesh Chandra Linda Pfeiffer Rachel Sheffield

NEW E P

STEM Education in the Primary School

A Teacher's Toolkit

Available Now 2020, 255 x 190 mm, 360 pp 9781108812009 | Paperback (also available as an eBook)

Anne Forbes, Macquarie University Vinesh Chandra, Queensland University of Technology Linda Pfeiffer, Central Queensland University Rachel Sheffield, Curtin University

STEM Education in the Primary School introduces pre-service teachers to the theory, skills and practice of teaching STEM through a project-based learning approach. Science, technology, engineering and mathematics are presented as professions, mindsets and practices, and each element of STEM is integrated with the Australian Curriculum through a school garden project case study. Popular STEM topic areas, such as health, shelter and space, are explored using tested and age-appropriate project examples that illustrate the translation of STEM ideas to classroom practice. This textbook connects current research in STEM education to teaching practice through detailed discussion of topics including assessment, learning spaces, community and STEM futures. Encouraging readers to further consolidate their knowledge, the text is supported by short-answer and reflection questions, information boxes and real-world scenarios. Suggested activities and downloadable templates provide guidance for readers when implementing projects and practices in their classroom.

• Contains a detailed discussion of each STEM discipline and connections to the Australian Curriculum with a focus on project-based learning throughout • Features authentic projects and classroom artefacts • Also available as in interactive VitalSource ebook, with guided responses and support materials Contents

Part 1. Is this STEM? 1. Is this STEM? 2. Science 3. Technology 4. Engineering 5. Mathematics

Part 2. How do I STEM? 6. Energy 7. Health 8. Shelter 9. Coding 10. Space 11. STEM Learning Environments 12. Assessment and STEM

Part 3. Why STEM? 13. Theoretical Foundations of STEM Education 14. STEM Connections 15. Future Skills

Science 4th Edition in Early Childhood

CORAL CAMPBELL WENDY JOBLING CHRISTINE HOWITT

NEW E

Available Now 2020, 255 x 190 mm, 316 pp 9781108811965 | Paperback (also available as an eBook) S

Available Now 2017, 249 x 176 mm, 430 pp 9781316636114 | Paperback (also available as an eBook)

Science in Early Childhood

Fourth Edition

Coral Campbell, Deakin University Wendy Jobling, Deakin University Christine Howitt, University of Western Australia Teaching Secondary Science

Theory and Practice

Edited by Geoff Woolcott, Southern Cross University Robert Whannell, University of New England

It is widely recognised that science explorations play a vital role in children’s lives as they try to make sense of the world around them. Now in its fourth edition, Science in Early Childhood continues to provide a comprehensive and engaging introduction to science learning in the early years.

Contents

Part 1: What initial information should I know to teach science? 1. The place of science in the early years 2. Identifying the science in early childhood policy documentation 3. Science in the Australian Curriculum 4. Learning theories related to early childhood science education Part 2: How can I enhance children’s learning of science? 5. Approaches to enhancing science learning 6. Scientific inquiry in the early years 7. Teaching science inclusively 8. Indigenous ways of knowing science 9. Encouraging playful young scientists 10. Enhancing young children’s science identity through pedagogical practices 11. STEM education in early childhood Part 3: How can I use the learning environment to enhance children’s science understandings? 12. Science learning through informal experiences 13. Science learning through the environment Part 4: How do I plan and assess in science? 14. Planning for teaching science in the early years 15. Intentional teaching of science 16. Observing, assessing and documenting science learning 17. Science education professional learning through reflective practice Appendix 1: Activity plans Appendix 2: Examples of simple science statements of concepts Teaching Secondary Science: Theory and Practice provides a unique and dynamic approach to preparing pre-service science teachers for practice. Divided into two parts – theory and practice – the text allows students to first become confident in the theory of teaching science before showing how this theory can be applied to practice through ideas for implementation, such as sample lesson plans. These examples span a variety of age levels and subject areas, allowing pre-service teachers to adapt each exercise to suit their needs when they enter the classroom.

Contents

Part I. Theory 1. Contemporary issues in teaching and learning science 2. On becoming a science teacher 3. Theory and practice in science education 4. Real-world science in the classroom 5. Improving science teaching practice through collaboration and reflection 6. Assessing science teaching and learning in the classroom 7. Teaching using student-generated representations in science 8. Technology, electronic media and science education 9. Celebrating Australia’s diversity through science education

Part II. Practice 10. Engagement practices: a major issue in contemporary education 11. Building identity and commitment to the teaching of science 12. Application of theory in science education classrooms 13. Bringing real-world science into the classroom 14. Creating a classroom for engagement with scientific thinking, problem solving and real world contexts 15. Assessing science teaching and learning in the classroom 16. Using representations in the science classroom 17. Digital technologies in the science classroom and beyond 18. Bringing Australia’s diversity into science education www.cambridge.org/academic