Professor Wynne Harlen is one of the key international figures in primary science. She was most recently head of the Scottish Council for Research in Education and is now retired.

• IntroductionPart I About learning in scienceLearning in scienceChildren learningThe goals of science educationPart II Opportunities for learningProviding for development 5-12Teachers′ and children′s questionsMotivation for learningPart III Using assessment for learning Helping learningA framework for decisionsGathering and interpreting evidence of children′s science process skills and attitudesHelping development of process skills and attitudes of scienceGathering and interpreting evidence of children′s ideasHelping the development of scientific ideasThe children′s role in using assessment for learningPart IV Managing learning in scienceSummarising and recording learningResources for learning scienceManaging science at the School Level

`The power of this book is that it provides a theoretical framework about how children learn science and practical suggestions for how to apply this knowledge to the classroom. Harlen brings her exceptional insights about teaching and learning to weave a rich tapestry that illuminates the use of the process skills of inquiry to develop conceptual understanding and the critical role formative assessment plays to support this endeavor.This book is a "must-read" for participants in our inquiry and assessment workshops′ - Lynn Rankin, Director, Exploratorium Institute for Inquiry`Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is certainly a book which will be highly recommended, referred to on many occasions and used extensively′ - Dr Derek Bell, Chief Executive, The Association for Science Education′[S]uccinctly written with a fluid, easy-to-read style that ensures its accessibility and relevance to primary teachers and trainees of any specialism or key stage′ - Primary Science Review

Professor Wynne Harlen is one of the key international figures in primary science. She was most recently head of the Scottish Council for Research in Education and is now retired.

• IntroductionPart I About learning in scienceLearning in scienceChildren learningThe goals of science educationPart II Opportunities for learningProviding for development 5-12Teachers′ and children′s questionsMotivation for learningPart III Using assessment for learning Helping learningA framework for decisionsGathering and interpreting evidence of children′s science process skills and attitudesHelping development of process skills and attitudes of scienceGathering and interpreting evidence of children′s ideasHelping the development of scientific ideasThe children′s role in using assessment for learningPart IV Managing learning in scienceSummarising and recording learningResources for learning scienceManaging science at the School Level

`The power of this book is that it provides a theoretical framework about how children learn science and practical suggestions for how to apply this knowledge to the classroom. Harlen brings her exceptional insights about teaching and learning to weave a rich tapestry that illuminates the use of the process skills of inquiry to develop conceptual understanding and the critical role formative assessment plays to support this endeavor.This book is a "must-read" for participants in our inquiry and assessment workshops′ - Lynn Rankin, Director, Exploratorium Institute for Inquiry`Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is certainly a book which will be highly recommended, referred to on many occasions and used extensively′ - Dr Derek Bell, Chief Executive, The Association for Science Education′[S]uccinctly written with a fluid, easy-to-read style that ensures its accessibility and relevance to primary teachers and trainees of any specialism or key stage′ - Primary Science Review

Professor Wynne Harlen is one of the key international figures in primary science. She was most recently head of the Scottish Council for Research in Education and is now retired.

• IntroductionPart I About learning in scienceLearning in scienceChildren learningThe goals of science educationPart II Opportunities for learningProviding for development 5-12Teachers′ and children′s questionsMotivation for learningPart III Using assessment for learning Helping learningA framework for decisionsGathering and interpreting evidence of children′s science process skills and attitudesHelping development of process skills and attitudes of scienceGathering and interpreting evidence of children′s ideasHelping the development of scientific ideasThe children′s role in using assessment for learningPart IV Managing learning in scienceSummarising and recording learningResources for learning scienceManaging science at the School Level

`The power of this book is that it provides a theoretical framework about how children learn science and practical suggestions for how to apply this knowledge to the classroom. Harlen brings her exceptional insights about teaching and learning to weave a rich tapestry that illuminates the use of the process skills of inquiry to develop conceptual understanding and the critical role formative assessment plays to support this endeavor.This book is a "must-read" for participants in our inquiry and assessment workshops′ - Lynn Rankin, Director, Exploratorium Institute for Inquiry`Professor Harlen has, once again, provided the leading text on primary science. This eminently readable book sets out a clear account of our understanding of learning, teaching and assessment and, through the skilful use of examples, explores the implications of this for science teachers of pupils aged five to 12. By emphasizing the importance of research evidence and the way in which it should underpin practice, this new edition challenges everyone involved in science education to reflect again on whether we are providing the most appropriate learning opportunities for our pupils. It is certainly a book which will be highly recommended, referred to on many occasions and used extensively′ - Dr Derek Bell, Chief Executive, The Association for Science Education′[S]uccinctly written with a fluid, easy-to-read style that ensures its accessibility and relevance to primary teachers and trainees of any specialism or key stage′ - Primary Science Review