Full Description
First Published in 1998. There is a current preoccupation with educational standards with claims that overall standards of achievement have fallen. The purpose of this book, therefore, is to address the question of how children learn across the primary National Curriculum subjects, with implications for effective teaching approaches. The book emphasises a constructivist view of learning, which acknowledges that children have views and attitudes which are formed as a result of experiences in and out of school and that these must be taken into account if meaningful and transferable learning is to be achieved.
Contents
Chapter 1 Constructivist ideas about learning, Michael Littledyke; Chapter 2 Teaching for constructive learning, Michael Littledyke; Chapter 3 Children constructing their understanding of written language, Laura Huxford; Chapter 4 Constructing meaning through literature, Chris Eddershaw; Chapter 5 How does a constructivist perspective influence mathematics teaching?, David Coles, Alison Price; Chapter 6 Science: Brenda grapples with the properties of a mern, Keith Ross; Chapter 7 Design and technology: constructive learning in action, Richard Brice; Chapter 8 The use of information and communications technology (ICT) in education: a constructivist perspective, Les Watson, Keith Ross; Chapter 9 Developing a sense of place: a constructivist approach to geographical enquiry, Sally Palmer, Kate Thomson; Chapter 10 Constructing history: all our yesterdays, Tim Copeland; Chapter 11 Constructive learning in Physical Education, Barbara Brown; Chapter 12 Let's look at it another way: a constructivist view of art education, Lynne Hoye; Chapter 13 Teaching composing in the music curriculum, Sarah Hennessey; Chapter 14 Experiential Religious Education and the constructivist paradigm, Melissa Raphael; Chapter 15 Promoting access across the curriculum, Barbara Brown, Susan Sborrock;
