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By Lynn D. Newton

The e-book discusses the advanced nature of figuring out and what it skill to educate for knowing. The approaches and methods that could help educating for knowing are then exemplified within the context of other components of the first / uncomplicated (4-11 years) college curriculum.

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Extra info for Teaching for Understanding Across the Primary Curriculum

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Their prediction may then be put to the test (applied). 36 Teaching for Understanding Across the Primary Curriculum Understanding through bridging Bridging is a way to link what is to be understood to existing understanding. It may be used when what is to be understood does not immediately relate to anything the children know. It is also useful when what they are to understand is counter-intuitive. In essence, it is the building of a series of mental connections (bridges) from what is known or intuitively accepted to what the teacher wants the children to understand.

Scribner and E. Souberman, eds). Cambridge, MA: Harvard University Press. Teaching for Understanding in Primary Science Lynn D. Newton University of Durham, School of Education, Leazes Road, Durham DH1 1TA, UK The requirements of the National Curriculum Order for Science (DfEE, 1999) are such that children must be provided with opportunities to acquire not only the skills that underpin the process of Scientific Enquiry (Sc1) but also the knowledge and understandings fundamental to Life Processes and Living Things (Sc2), Materials and their Properties (Sc3) and Physical Processes (Sc4).

There was also evidence that the emphasis placed on understanding by non-specialists tended to be less than that of science subject specialists. This research supplements the evidence from the USA, Canada and Australia, which indicates that understanding may not be a priority in the classroom. For example, the research of Bruer (1994); Gardner and Boix-Mansilla (1994); Sierpinska (1994); Wildy and Wallace (1992) all indicate that what often counts is a facility in reproducing information. An additional problem is that the children themselves may fail to see understanding in science as an important goal, perhaps suggesting that the teacher’s emphasis lies elsewhere (Newton & Newton, 1998).

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