Joining up the Thinking: How Science "Learning Progressions" Could Address Problems Inherent in Primary-Secondary Transition

Autor/in	Allen, Michael
Titel	Joining up the Thinking: How Science "Learning Progressions" Could Address Problems Inherent in Primary-Secondary Transition
Quelle	In: School Science Review, 98 (2016) 362, S.39-45 (7 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0036-6811
Schlagwörter	Science Education; Elementary Secondary Education; Transitional Programs; Articulation (Education); Progress Monitoring; Scientific Attitudes; Change Strategies; Foreign Countries; United Kingdom (England) + Suchen Sie Ihr Suchwort? Naturwissenschaftliche Bildung; Articulation; Artikulation (Ling); Artikulation; Aussprache; Lösungsstrategie; Ausland
Abstract	Dips in pupils' science attitudes and performance when they transfer from primary to secondary school in England are well established. They have been related to a variety of factors, including repetition of science content at year 7 and differences in the pedagogical approaches taken by primary and secondary teachers. One potential way forward would be to use data from research studies that have surveyed how pupils' science thinking develops across key stage 2 (7- to 11-year-olds) and key stage 3 (11- to 14-year-olds). These "learning progressions" can provide continuity that takes into account pupils' changing science concepts over the transfer period and so help ease transition. (As Provided).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2020/1/01