TY - JOUR
AU - Osborne, Roger
AB - J. CURRICULUM STUDIES, 1985, VOL. 17, NO. 2, 133-146 A Model for Learning and Teaching Applied to Primary Science Wynne Harlen University of Liverpool Roger Osborne University of Waikato, New Zealand Introduction Primary school science has been a problematic area in the curriculum in most countries since its introduction sometime in the last twenty years. It has been the subject of swings in ethos and practice in primary education and of impulses of different philosophies of science. Perhaps more than other subjects it has lacked a consistency between aims and implementation; curriculum developments have resulted in a plethora of means of keeping children busy whilst leaving a question mark over the nature of the supposed learning. The primary teacher's lack of scientific background knowledge and confidence in handling children's scientific enquiry is the most usual reason given for failure to include science in the primary curriculum in anything other than a superficial manner. But this reason is a sweeping generalization that amounts to little more than an excuse. What science knowledge do primary teachers need ? What teaching skills are required that an experienced general teacher does not have? It is the answers to these questions that will decide 
TI - A Model for Learning and Teaching Applied to Primary Science
JF - Journal of Curriculum Studies
DO - 10.1080/0022027850170203
DA - 1985-04-01
UR - https://www.deepdyve.com/lp/taylor-francis/a-model-for-learning-and-teaching-applied-to-primary-science-Er0gjPurLS
SP - 133
EP - 146
VL - 17
IS - 2
DP - DeepDyve
ER -