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[null,"1.","Record Nr.",null,"UNINA9910787460003321"]
[null,null,"Autore",null,"Cross Alan"]
[null,null,"Titolo",null,"Creative ways to teach primary science / / Alan Cross & Jon Board"]
[null,null,"Pubbl/distr/stampa",null,"Maidenhead, England : , : Open University Press, , 2014"]
[null,null,"ISBN",null,"0-335-24766-0"]
[null,null,"Descrizione fisica",null,"1 online resource (186 p.)"]
[null,null,"Disciplina",null,"372.35044"]
[null,null,"Soggetti",null,"Science - Study and teaching (Elementary)"]
[null,null,"Lingua di pubblicazione",null,"Inglese"]
[null,null,"Formato",null,"Materiale a stampa"]
[null,null,null,"Livello bibliografico","Monografia"]
[null,null,null,"Note generali","Description based upon print version of record."]
[null,null,null,"Nota di bibliografia","Includes bibliographical references and index."]
[null,null,"Nota di contenuto",null,"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; Conclusion"]
[{"$nulls":4},"3 A creative approach to working scientifically: putting children in the driving seatIntroduction; Why do children need to be in the driving seat?; Creative teaching that develops independent learning; Teaching the scientific process: it's not just fair testing!; Creative planning to encourage curiosity; Challenging children's misconceptions; Teachers as questioners; Making it manageable; Creative learning that develops autonomy; Conclusion; 4 ICT and computing; Computing; Computers and learners' science; Conclusion; 5 Using children's literature, stories, poetry and songs; Conclusion"]
[{"$nulls":4},"6 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 science"]
[{"$nulls":4},"A creative playground science lessonMore examples of playground science activities; Conclusion; 11 Thinking frames; Thinking together; "]
[{"$nulls":4},"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; Index"]
[null,null,null,"Sommario/riassunto","This book is intended to encourage creativity and experimentation in teaching primary science, which are regularly recognised as features of outstanding teaching."]