Starting Science... Again?: Making Progress in Science Learning

This book combines reports on and reflection of best practice in improving progression and continuity of teaching and learning in science - particularly at the crucial transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression and learning in science, the book suggests practical ways of improving teaching and learning. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings.

Why do pupils' learning and motivation dip markedly as they move from primary to secondary school? Why is this situation worse in science than in any other curriculum subject?

This book combines reports on and reflection of best practice in improving progression and continuity of teaching and learning in science - particularly at the crucial transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression and learning in science, the book suggests practical ways of improving teaching and learning. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings.

Science teaching in secondary schools is often based on assumptions that children know or can do very little, so the job in the secondary school becomes one of showing pupils how to start â doing science properly', as if from scratch. The damage that this false view can do to pupils' learning, motivation and confidence is clear. This book will help teachers to progress children's learning more effectively and build meaningful and enjoyable science lessons.

Martin Braund is Senior Lecturer in Science Education at the University of York where he leads programmes at asters and undergraduate levels. He taught in three comprehensive schools for eighteen years and was Head of Science at Boroughbridge High School in North Yorkshire. He was closely involved in writing materials for Salters Science and was Honorary Senior Research Fellow with the Assessment of Performance Unit in Science at the University of Leeds. After completing a research degree in Science Education at Leeds, he joined North Yorkshire LEA as an Advisory Teacher for Science, Techonology and Assessment. In 1994 he was appointed as Senior Lecturer at Bretton Hall College of the University of Leeds where he led the science education and environmental science teams. His research interests include: teaching biology, transitions in science education, museum education, discussion and argumentation and teacher effectiveness. He has directed projects investigating primary/secondary transition in science education, teaching about ideas and evidence and, most recently, discussion in primary science. He is the author of papers in several international journals, has published three acclaimed books and is Editor of the journal, Science Teacher Education.