Evaluation and Research in Education
Editor: Professor Keith Morrison, Inter-University Institute of Macau
Associate Editor: Professor Stephen Gorard, University of York
Statistical Adviser: Professor Colin Baker, University of Wales Bangor
Reviews Editor: Dr. Emma Smith, University of York
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Volume: 15 Number: 3 Page: 143–153
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Teaching for Understanding in Primary Science
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Lynn D. Newton
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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). This is a tall order for
most primary teachers, particularly those for whom science is not a specialism. In this paper, what counts as understanding in science is discussed. The problems facing primary teachers in pressing for
understanding are considered. Some ways of encouraging and enabling them to support the construction of understanding are also suggested. In particular, the importance of focused questioning is discussed.
© Multilingual Matters 2001
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