NotesFAQContact Us
Collection
Advanced
Search Tips
Peer reviewed Peer reviewed
Direct linkDirect link
ERIC Number: EJ1001093
Record Type: Journal
Publication Date: 2012-Nov
Pages: 4
Abstractor: ERIC
Reference Count: 3
ISBN: N/A
ISSN: ISSN-0269-2465
Why APP in Science Is a Good Thing
Harding, Jason; Travers, Penny; Shallcross, Ruth
Primary Science, n125 p17-20 Nov 2012
To develop children's understanding and ability to enquire, teachers need to create the conditions that promote thinking and the expression of ideas. Opportunities to wonder aloud, speculate, and form hypotheses are essential. These can be offered through the use of visual stimuli--objects and demonstrations, pictures and dramatic scenarios, together with challenging questions. In this article, the authors exemplify why Assessing Pupils' Progress (APP) materials are the best, simplest, and most effective way of giving useful feedback. The benefits of the holistic approach to Science APP are that it makes the process of assessing enquiry manageable for teachers and pupils. It provides forensic and tailored feedback that teachers who are less confident with enquiry can use to plan. It also gives pupils sound yet manageable feedback that they can implement. (Contains 8 figures and 1 note.)
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
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: Teachers
Language: English
Sponsor: N/A
Authoring Institution: N/A
Identifiers - Location: United Kingdom