Developing scientific literacy: introducing primary aged children to atomic-molecular theory

Donovan, Jennifer and Haeusler, Carole (2015) Developing scientific literacy: introducing primary aged children to atomic-molecular theory. In: Cases on research-based teaching methods in science education. Advances in Educational Technologies and Instructional Design. IGI Publishing (IGI Global), Hershey, PA. United States, pp. 30-63. ISBN 9781466663756

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This chapter challenges existing school science curricula modes for teaching atomic-molecular structure and describes a current research project designed to provide supporting evidence for reviewing school science curricula. Using evidence from this project and other research studies, the chapter argues for the introduction of atomic-molecular structure in the curriculum at Year 3 or 4 and proposes that consideration be given to devising a spiral curriculum in which the macroscopic and microscopic properties of matter are taught concurrently rather than sequentially.

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Item Type: Book Chapter (Commonwealth Reporting Category B)
Refereed: Yes
Item Status: Live Archive
Additional Information: © 2015 by IGI Global. Permanent restricted access to published version due to publisher copyright policy.
Faculty / Department / School: Current - Faculty of Business, Education, Law and Arts - School of Teacher Education and Early Childhood
Date Deposited: 17 Apr 2015 04:50
Last Modified: 27 Jul 2016 06:46
Uncontrolled Keywords: atomic-molecular theory; big ideas of science; spiral curriculum; models
Fields of Research : 17 Psychology and Cognitive Sciences > 1701 Psychology > 170103 Educational Psychology
13 Education > 1302 Curriculum and Pedagogy > 130212 Science, Technology and Engineering Curriculum and Pedagogy
13 Education > 1301 Education Systems > 130105 Primary Education (excl. Maori)
Socio-Economic Objective: C Society > 93 Education and Training > 9302 Teaching and Instruction > 930201 Pedagogy
C Society > 93 Education and Training > 9301 Learner and Learning > 930102 Learner and Learning Processes
Identification Number or DOI: 10.4018/978-1-4666-6375-6.ch002

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