Now in its Third Edition, this text provides the background knowledge primary teachers need to plan effective programmes of work and answer children′s questions with confidence. The new edition links explanations of scientific concepts with children′s everyday experiences to help teachers and trainees foresee how they will present the subject knowledge to their pupils. Shaped by the National Curriculum, this text explains key scientific theories and concepts which pupils at primary level, including very able children, need in order to understand the observations and investigations they undertake. A CD ROM of 200 science investigations for young students is included with the new edition, allowing teachers to explore the practical application of topics covered in the book. This is an essential book for teachers, student teachers and anyone interested in the roots and growth of science education.

A distinguished mathematician traces the history of science, illustrating philosophy's ongoing role, explaining technology's erosion of the rapport between the two fields, and offering suggestions for their reunion. 1962 edition.

How can educators bridge the gap between "big" ideas about teaching students to think and educational practice? This book addresses this question by a unique combination of theory, field experience and elaborate educational research. Its basic idea is to look at science instruction with regard to two sets of explicit goals: one set refers to teaching science concepts and the second set refers to teaching higher order thinking. This book tells about how thinking can be taught not only in the rare and unique conditions that are so typical of affluent experimental educational projects but also in the less privileged but much more common conditions of educational practice that most schools have to endure. It provides empirical evidence showing that students from all academic levels actually improve their thinking and their scientific knowledge following the thinking curricula, and discusses specific means for teaching higher order thinking to students with low academic achievements. The second part of the book addresses issues that pertain to teachers' professional development and to their knowledge and beliefs regarding the teaching of higher order thinking. This book is intended for a very large audience: researchers (including graduate students), curricular designers, practicing and pre-service teachers, college students, teacher educators and those interested in educational reform. Although the book is primarily about the development of thinking in science classrooms, most of it chapters may be of interest to educators from all disciplines.

I was asked recently to prepare an independent background report on the subject of priority assessment in science and technology policy for the Australian Science and Technology Council. The Council (while not necessarily endorsing this book) suggested that a wider audience could be interested in the type of material contained in my report and kindly gave me permission to publish the material in my own right. The present book contains this and other material, some of which was presented at a seminar on National Science Policy: Implications for Government Departments arranged by the Department of Science and the Environment. Additional ideas were developed in response to comments on the manuscript by referees, as a result of discussions with Professor John Metcalfe and Dr Peter Stubbs of Manchester University, a conversation with Dr Keith Hartley of the University of York and in the wake of a communication from Dr Ken Tucker, Assistant Director, Bureau of Industry Economics, Australia. Science and technology policy affects and concerns everyone of us if for no other reason than we cannot escape in this interdependent world from the economic, social and environmental overs pills generated by science and technology. We must face the problems and promises inherent in new and existing science and technology whether we like it or not. Not surprisingly this book finds that all industrialized countries seem to be facing similar economic and social problems.

Every three years, worldwide forensics experts gather at the Interpol Forensic Science Symposium to exchange ideas and discuss scientific advances in the field of forensic science and criminal justice. Drawn from contributions made at the latest gathering in Lyon, France, Interpol's Forensic Science Review is a one-source reference providing a comp