This third edition of the bestselling textbook Science 5–11 has been fully updated to provide a synthesis of research and best practice in teaching and learning that focuses on successful ways to engage and motivate young scientists. Responding to the new curriculum, particularly ‘Working Scientifically’, this edition now includes: New sections on whole-school assessment, mentoring, transitions and a topics-based approach. Reference to the ‘big ideas’ of biology, chemistry and physics with chapters clearly related to this new subject structure. Updated tables of progression in each topic area and reference to cross-curricular contexts. New self-assessment questions for teachers, the option for higher-level thinking and further reading. An updated chapter on subject leadership with an increasing emphasis on monitoring progress. Bringing together research undertaken from a range of activities in the field, this book forms a comprehensive and clear guide, outlining the subject knowledge that a teacher needs, the curriculum requirements and the best ways to go about teaching. A practical guide ideal for students, trainees, mentors and other practising teachers, the book provides information on appropriate science topics for Key Stage 1 and 2.

This third edition of the bestselling textbook Science 5–11 has been fully updated to provide a synthesis of research and best practice in teaching and learning that focuses on successful ways to engage and motivate young scientists. Responding to the new curriculum, particularly ‘Working Scientifically’, this edition now includes: New sections on whole-school assessment, mentoring, transitions and a topics-based approach. Reference to the ‘big ideas’ of biology, chemistry and physics with chapters clearly related to this new subject structure. Updated tables of progression in each topic area and reference to cross-curricular contexts. New self-assessment questions for teachers, the option for higher-level thinking and further reading. An updated chapter on subject leadership with an increasing emphasis on monitoring progress. Bringing together research undertaken from a range of activities in the field, this book forms a comprehensive and clear guide, outlining the subject knowledge that a teacher needs, the curriculum requirements and the best ways to go about teaching. A practical guide ideal for students, trainees, mentors and other practising teachers, the book provides information on appropriate science topics for Key Stage 1 and 2.

With the view that children are capable young scientists, authors encourage science teaching in ways that nurture students' curiosity about how the natural world works including research-based approaches to support all K-5 children constructing scientific explanations via talk and writing. Grounded in NSF-funded research, this book/DVD provides K-5 teachers with a framework for explanation (Claim, Evidence, Reasoning) that they can use to organize everything from planning to instructional strategies and from scaffolds to assessment. Because the framework addresses not only having students learn scientific explanations but also construct them from evidence and evaluate them, it is considered to build upon the new NRC framework for K-12 science education, the national standards, and reform documents in science education, as well as national standards in literacy around argumentation and persuasion, including the Common Core Standards for English Language Arts (Common Core State Standards Initiative, 2010).The chapters guide teachers step by step through presenting the framework for students, identifying opportunities to incorporate scientific explanation into lessons, providing curricular scaffolds (that fade over time) to support all students including ELLs and students with special needs, developing scientific explanation assessment tasks, and using the information from assessment tasks to inform instruction.

Jumpstart! Science provides teachers with a range of lively, short, fun activities and games to support teaching and learning in different aspects of the science curriculum. It encourages teachers to develop creative approaches to motivating and engaging children in science. The activities are aimed at a number of areas of science from learning scientific words to recalling information and problem solving. This fun book helps to ‘jumpstart’: lessons plenary sessions children moving from one aspect of science or type of learning in science to another. There are more than 55 engaging science games and activities in this book to ‘jumpstart’ science lessons in every Key Stage 1 and 2 classroom. Practical, easy-to-do and highly motivating, the science ‘jumpstarts’ will appeal to busy primary teachers who wish to enliven their practice and add creativity to their science teaching.

Vols. for 1911-13 contain the Proceedings of the Helminothological Society of Washington, ISSN 0018-0120, 1st-15th meeting.

The history and evolution of the fields of science and medicine are symbiotically linked and thus are mutually dependent. Discoveries in one domain have allowed for progress in the other, and it is nearly impossible to study one area in isolation. The influence of science and technologic discoveries on medicine has profoundly impacted the way physicians practice and has resulted in an extended life expectancy and quality of life that our ancestors never dreamed possible. Science and Technology in Medicine is a collection of 99 essays based on landmark publications that have appeared in the medical literature over the past 500 years. Each essay includes a summary of the article or chapter; text and images reproduced directly from the original source; a short biography of the author(s); and a discussion about the significance of the discovery and its subsequent influence on later developments. Original material by the likes of Dürer, Bernoulli, Doppler, Pasteur, Trendelenburg, Curie and Röntgen offers readers a rare glimpse at publications housed in archives around the world, beautifully reproduced in one fascinating volume.

On the General Science of Mathematics is the third of four surviving works out of ten by Iamblichus (c. 245 CE–early 320s) on the Pythagoreans. He thought the Pythagoreans had treated mathematics as essential for drawing the human soul upwards to higher realms described by Plato, and downwards to understand the physical cosmos, the products of arts and crafts and the order required for an ethical life. His Pythagorean treatises use edited quotation to re-tell the history of philosophy, presenting Plato and Aristotle as passing on the ideas invented by Pythagoras and his early followers. Although his quotations tend to come instead from Plato and later Pythagoreanising Platonists, this re-interpretation had a huge impact on the Neoplatonist commentators in Athens. Iamblichus' cleverness, if not to the same extent his re-interpretation, was appreciated by the commentators in Alexandria.