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Making Sense of Secondary Science: Research into Children's Ideas | 
 enlarge | Authors: Drivers, Squires
Publisher: Routledge
Category: Book
List Price: £20.99
Buy New: £16.18
You Save: £4.81 (23%)
New (19) Used (10) from £12.90
Rating:  2 reviews
Sales Rank: 18893
Media: Paperback
Edition: 1
Pages: 224
Number Of Items: 1
Shipping Weight (lbs): 0.8
Dimensions (in): 9.1 x 6.1 x 0.7
ISBN: 0415097657
Dewey Decimal Number: 370.1565
EAN: 9780415097659
ASIN: 0415097657
Publication Date: March 10, 1994
Availability: Usually dispatched within 1-2 business days
Condition: [Ships UK only] Brand NEW, from UK warehouse (Heavy / Expensive items are shipped by courier and require a signature). Delivery typically 3-8 days.
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| Customer Reviews:
Absolutely essential in lesson planning March 20, 2003
J. Harter (Manchester, United Kingdom)
15 out of 15 found this review helpful
I bought this book as a student teacher on the recommendation of my tutors. It is now an integral part of my lesson planning as it enables me to anticipate pupil misconceptions. The book examines childerens ideas about the natural world topic by topic, highlighting some commonly held beliefs (such as plants feeding from soil, air being a pure substance and all metals being attracted to a magnet). In using this book I have become more aware of the misconceptions that pupils (and adults!) hold in their understanding of science and can attempt to challenge these ideas before teaching the scientifically accurate idea.
How can you teach science without reading this? July 2, 2002
N. Ball (London England)
22 out of 22 found this review helpful
Any teacher who has ever stood in the front of a class teaching science will, at some time, have encountered some amazing misconceptions held by their pupils. These ideas have come from the children's own life experience. The late Rosalind Driver and her team at the Children's Learning in Science Research Group at Leeds University have put together a book that looks in detail at many of the common misconceptions held by children in the field of science. It looks in detail at how children's understanding changes over time. This understanding, which is closely related to cognitive development, must affect the teaching of science. To teach science without understanding the nature of these misconceptions would be criminal. This well written book details the research that has been done into the children's misconceptions, but does not suggest how to overcome the misconceptions. However, knowing the misconceptions that are held will enable you the teacher to target you teaching better and so deal with the misconception. A revealing and sometimes amusing book. No science teacher should be without it.
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