Leaping into the Unknown: Developing Thinking in the Primary Science Classroom

Autor/in	Serret, Natasha
Titel	Leaping into the Unknown: Developing Thinking in the Primary Science Classroom
Quelle	In: Primary Science Review, (2004) 82, S.8-11 (4 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Metacognition; Science Education; Cognitive Development; Science Curriculum; Faculty Development; Foreign Countries; Elementary School Science; Thinking Skills; Skill Development; Learning Activities; Grade 3; Hands on Science; Theories; Teaching Methods; United Kingdom + Suchen Sie Ihr Suchwort? Meta cognitive ability; Meta-cognition; Metakognitive Fähigkeit; Metakognition; Naturwissenschaftliche Bildung; Kognitive Entwicklung; Ausland; Denkfähigkeit; Kompetenzentwicklung; Qualifikationsentwicklung; Lernaktivität; School year 03; 3. Schuljahr; Schuljahr 03; Theory; Theorie; Teaching method; Lehrmethode; Unterrichtsmethode; Großbritannien
Abstract	The original project, the foundation for all subsequent work, was set up in 1981 by Michael Shayer, with Philip Adey and Carolyn Yates, and became known as CASE @ KS3 (Adey and Shayer, 1994). CASE stands for Cognitive Acceleration through Science Education. The original CASE project drew on Piaget's work on the stage theory of cognitive development (Inhelder and Piaget, 1958) and his related ideas on cognitive conflict and metacognition, and on Vygotsky's work on social construction and metacognition (Vygotsky, 1978). The outcome of the original CASE @ KS3 project is a set of 30 activities known as "Thinking science". These replace some science lessons and are accompanied by an ongoing supporting professional development programme for teachers. CASE @ KS2 (Cognitive Acceleration through Science Education at key stage 2) was established in 2001 at King's College London with funding from the AstraZeneca Teaching Trust. The idea was to explore the potential of setting up a similar intervention programme in year 3 through the science curriculum. In this article, the author outlines how the CASE approach is taking off in key stage 2. (Contains 1 table, 3 resources and 3 online resources.) (ERIC).
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	2017/4/10