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Starting Science...Again?: Making Progress in Science Learning

by Martin Braund Paul Chapman Educational Publishing
Pub Date:
Pbk 184 pages
AU$76.00 NZ$78.26
Product Status: Available in Approx 14 days
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Why do pupils' learning and motivation slow down markedly as they move from primary to secondary school? Why is this situation worse in science than in any other curriculum subject?

This book combines reports of and reflection on best practice in improving progression and continuity of teaching and learning in science - particularly at that transition stage between primary and secondary school. Presenting the views of teachers and pupils on progression, learning and application of science, the book suggests practical ways of improving teaching and learning in science. Each chapter includes examples of learning materials with notes on how these might be used or adapted by teachers in their own classroom settings.

Science teaching in secondary schools is often based on assumptions that children know or can do very little, so the job in the secondary school becomes one of showing pupils how to start 'doing science properly', as if from scratch. The damage that this false view can do to pupils' learning, motivation and confidence is clear. This book will help teachers to assess children's prior knowledge effectively and build meaningful and enjoyable science lessons.

/f002Chapter 1./f001 Progression and continuity in learning science
/f002Chapter 2/f001. Moving up - but do they always move on?
/f002Chapter 3/f001. Moving to the big school - Part 1: children's voices
f002 Chapter 4. Moving to the big school - Part 2: Teachers' voices
/f002Chapter 5/f001. Bridging the divide - Part 1
/f002Chapter 6/f001. Bridging the divide - Part 2: bridging units Celia Moore
/f002Chapter 7/f001. Beyong Bridging
/f002Chapter 8/f001. In the know. Using assessment and recording to improve transfer in science
/f002Chapter 9/f001. Sharing Practice
/f002Chapter 10/f001.Better progression and continuity in science - implications for practice

'This book considers the basic issues of progression, continuity and transition from both the perspective of children and teachers, and then moves into discussing the strengths and limitations of different ways of tackling the problem. It provides a very realistic balance between presenting a range of practical approaches designed to smooth the transition as well as the research findings that underpin them. All this is done in an accessible way, being written in a very readable style with clear summaries and suggestions for reflection on the issues raised. It will appeal to not only trainee and practicing teachers in both phases but also to teacher educators and researchers...This is such an excellent book that I have only good things to say about it and can recommend it unreservedly' - Science Teacher Education
Martin Braund is Senior Lecturer in Science Education at the University of York where he leads programmes at asters and undergraduate levels. He taught in three comprehensive schools for eighteen years and was Head of Science at Boroughbridge High School in North Yorkshire. He was closely involved in writing materials for Salters Science and was Honorary Senior Research Fellow with the Assessment of Performance Unit in Science at the University of Leeds. After completing a research degree in Science Education at Leeds, he joined North Yorkshire LEA as an Advisory Teacher for Science, Techonology and Assessment. In 1994 he was appointed as Senior Lecturer at Bretton Hall College of the University of Leeds where he led the science education and environmental science teams. His research interests include: teaching biology, transitions in science education, museum education, discussion and argumentation and teacher effectiveness. He has directed projects investigating primary/secondary transition in science education, teaching about ideas and evidence and, most recently, discussion in primary science. He is the author of papers in several international journals, has published three acclaimed books and is Editor of the journal, Science Teacher Education.