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The Role of Subject Knowledge in the Effective Teaching of Primary Science

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Author(s): Christine C. Khwaja

Journal: Educate~
ISSN 1477-5557

Volume: 2;
Issue: 1;
Start page: 8;
Date: 2006;
Original page

ABSTRACT
Contextualisation To teach science in a contemporary primary school requires more than a sound knowledge of science. Being able to explain science in a way that is accessible, relevant and inspires interest and confidence among pupils are also other key factors. The review paper that follows examines the literature around some of these issues. Abstract: Teachers' own subject knowledge and understanding in science is considered by many to be the key factor determining their effectiveness as primary science teachers. This paper argues that whilst teachers' subject knowledge and understanding is important, the picture is complex, as many other factors are also involved. Thus the response to ineffective primary science teachers should not simply be to send them on professional development courses to enhance their subject knowledge and understanding. The context of the research for this paper is a longitudinal study investigating how primary teachers engage with science in the classroom and the factors that contribute to their patterns of engagement.
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