Are We Doing Enough? Perspectives on Disadvantage in the Context of Primary Science Learning

Autor/in	Bianchi, Lynne
Titel	Are We Doing Enough? Perspectives on Disadvantage in the Context of Primary Science Learning
Quelle	In: Primary Science, (2021) 169, S.20-22 (3 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0269-2465
Schlagwörter	Low Income Students; Disadvantaged; Foreign Countries; Elementary School Science; Science Instruction; United Kingdom (England) + Suchen Sie Ihr Suchwort? Ausland; Teaching of science; Science education; Natural sciences Lessons; Naturwissenschaftlicher Unterricht
Abstract	In this article, the author aims to open up thinking about a frequently used term -- disadvantage -- and to consider it in relation to the primary science classroom teaching and learning experiences. With the support of education charities such as the Comino Foundation and the SHINE Trust, the author discusses how her team has been exploring the concept of 'disadvantage'. A current study called Smarter Choices involves primary and secondary schools in Greater Manchester that are using collaborative reflective practice to focus on pupils' science learning experiences across the primary-to-secondary school transition, and to consider the issues of disadvantage within that. (ERIC).
Anmerkungen	Association for Science Education. College Lane Hatfield, Herts, AL10 9AA, UK. Tel: +44-1-707-283000; Fax: +44-1-707-266532; e-mail: info@ase.org.uk; Web site: http://www.ase.org.uk
Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01