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Enquiring Children: Challenging Teaching

by Max De Boo

Enquiring Children: Challenging Teaching Synopsis

This book describes the development of children's enquiry skills offering a rationale and theoretical basis for teaching and learning using this approach and showing its particular relevance to scientific enquiries. The teacher's role is discussed and practical suggestions are given to stimulate effective classroom practice. The author shows how children's ideas can be supported, challenged and assessed, and considers how to resource enquiries and expand these within the school and local environment. The nature of knowledge is explored, with a focus on scientific knowledge about our world. Communication and language skills are discussed, emphasising effective questioning and ways to encourage children's questions. Guidance is given as to how to promote and integrate problem-solving skills into class teaching, particularly in practical cross-curricular and technological projects. The book will be of great value to both student and practising primary school teachers as well as providing informed support for parents and governors.

Enquiring Children: Challenging Teaching Press Reviews

Max de Boo has produced the kind of book on science whichwill appeal to all practitioners, full of real, helpful examples and supported by illustrations of children's work. It is a very useful addition to any library - Iram Siraj-Blatchford, University of London

Book Information

ISBN: 9780335200962
Publication date: 1st January 1999
Author: Max De Boo
Publisher: Open University Press
Format: Paperback / softback
Pagination: 192 pages
Categories: Child & developmental psychology, Primary & middle schools, Philosophy & theory of education,

About Max De Boo

/pas0/Max de Boo has extensive teaching experience, having worked as a pre-school carer, nursery teacher and primary teacher. She currently works as a Lecturer in Primary Education at the University of Hertfordshire. Max is well known as a national speaker on early years education and primary science and is a regular contributor to journals and magazines for teachers. She has published four previous books.

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