01019nam a2200265 i 4500991001173499707536050726s1987 us 00 0 eng d870170480486679829b13331504-39ule_instDip.to Filologia Class. e Scienze Filosoficheitaengger51519Weyl, Hermann56496The continuum :a critical examination of the foundation of analysis /Hermann Weyl ; translated by Stephen Pollard & Thomas BoleKirksville, MO :Thomas Jefferson University Press,c1987XXXI, 130 p. ;24 cmBibliografia: p. 124-128. IndiciAnalisi matematica.b1333150421-09-0626-07-05991001173499707536LE007 512 WEY 01.0312007000094464le007pE19.07-l- 00000.i1411378826-07-05Continuum1105525UNISALENTOle00726-07-05ma -engus 4003924nam 2200565 450 991081992610332120230124192941.00-335-24766-0(CKB)3710000000335193(EBL)1920720(SSID)ssj0001433347(PQKBManifestationID)11903227(PQKBTitleCode)TC0001433347(PQKBWorkID)11414533(PQKB)10215933(MiAaPQ)EBC1920720(Au-PeEL)EBL1920720(CaPaEBR)ebr11008375(CaONFJC)MIL691872(OCoLC)900346731(EXLCZ)99371000000033519320150211d2014 uy| 0engur|n|---|||||txtccrCreative ways to teach primary science /Alan Cross & Jon BoardMaidenhead, England :Open University Press,2014.1 online resource (186 p.)Description based upon print version of record.0-335-24765-2 Includes bibliographical references and index.Cover page; Halftitle page; Title page; Copyright page; Praise; Contents; Acknowledgements; 1 Creativity in primary science; Introduction; Creative teachers; Science and creativity; What can help me?; Making science a creative subject; Learner creativity in science; Teacher creativity in developing learner creativity; Forms of creativity; Conclusion; 2 Children as real scientists; Pupils contribute directly to the work of professional scientists; Children as researchers; Children in control; Writing/thinking frames; Safety; Conclusion3 A creative approach to working scientifically: putting children in the driving seatIntroduction; Why do children need to be in the driving seat?; Creative teaching that develops independent learning; Teaching the scientific process: it's not just fair testing!; Creative planning to encourage curiosity; Challenging children's misconceptions; Teachers as questioners; Making it manageable; Creative learning that develops autonomy; Conclusion; 4 ICT and computing; Computing; Computers and learners' science; Conclusion; 5 Using children's literature, stories, poetry and songs; Conclusion6 Models and analogiesWhen are models and analogies useful?; Analogy or model?; It's only a model!; Misconceptions; Using creative approaches to make models and analogies more effective; Assessment for learning; Some examples of models and analogies by topic; Conclusion; 7 Images in science lessons; Conclusion; 8 Demonstrations; Using demonstrations to stimulate creative discussion; Making demonstrations creative; Ideas for creative demonstrations; 9 Dance and drama; Role play; Conclusion; 10 Playground science; Collaborative learning and playground scienceA creative playground science lessonMore examples of playground science activities; Conclusion; 11 Thinking frames; Thinking together; Question matrix; Conclusion; 12 Cross-curricular science; Background; Why teach cross-curricular science?; Cross- curricular learning and creativity; Making cross-curricular science effective; Planning for cross-curricular science; Science and the core skills; Examples of cross-curricular science; Conclusion; Bibliography; IndexThis book is intended to encourage creativity and experimentation in teaching primary science, which are regularly recognised as features of outstanding teaching.ScienceStudy and teaching (Elementary)ScienceStudy and teaching (Elementary)372.35044Cross Alan1668602Board JonMiAaPQMiAaPQMiAaPQBOOK9910819926103321Creative ways to teach primary science4029306UNINA