Teaching and Learning Science in the Primary Classroom

The focus of this work is on the ways in which teachers can support the development of scientific concepts in children, particularly in the age range 7-11. Factors which are considered include the use of children's ideas, the selection and use of activities to support learning and the language used in the classroom. Since many primary teachers and students entering training do not have a strong background in science, questions about the knowledge required to teach science effectively and how this knowledge is manifested in practice are an under-pinning concern, particularly in relation to the implications for initial and in-service teacher education.

Project Publications

ASOKO, H. (2002) Developing conceptual understanding in primary science. Cambridge Journal of Education, 32 (2): 153-164

ASOKO, H. and de BOO, M. (2001) Analogies and illustrations: representing ideas in primary science. Hatfield: Association for Science Education. 

ASOKO, H. (2000) Learning to teach science in the primary school, in Millar, R., Leach, J. and Osborne, J. (eds.) Improving Science Education: the contribution of research, 79-93. Open University Press. 

ASOKO, H. and SQUIRES, A. (1998). Progression and continuity, in Sherington, R. (ed.), The ASE guide to primary science education. Stanley Thornes, pp.148-155. 

APPLETON, K. and ASOKO, H. (1996). A case study of a teacher's progress toward using a constructivist view to inform teaching about elementary science. Science Education, 80, (2), pp.165-180. 

ASOKO, H. (1996). Developing scientific concepts in the primary classroom: teaching about electric circuits, in Welford, G., Osborne, J. and Scott, P. (eds.) Research in science education in Europe. The Falmer Press 

ASOKO, H. (1995). Science in a national curriculum for the early years, in Anning, A., (ed.) Open University Press. 

WATTERS, J., GINNS, I., ENOCHS, L. and ASOKO, H. (1995) Science teaching self-efficacy of pre-service primary teachers: a review of research in three countries, Proceedings of the Australian Association for Research in Education Conference, Hobart, Tasmania, November 1995. (Electronic publication, www.swin.edu.au.- issn1324-9339, paper ref. ASOKH95.273). 

DRIVER, R., ASOKO, H., LEACH, J., MORTIMER, E. and SCOTT, P. (1994). Constructing scientific knowledge in the classroom. Educational Researcher, Vol. 23 (7), pp. 5-12. 

ASOKO, H. (1993). First steps in the construction of a theoretical model of light: A case study from a primary school classroom. Proceedings of the 3rd International seminar on Misconceptions & Educational Strategies. Cornell University, Ithaca, New York. 

SCOTT, P., ASOKO, H., and DRIVER, R. (1991). Teaching for conceptual change: A review of strategies, in Duit, R., Goldberg, F., and Niedderer, H. (Eds.), Research in physics learning: Theoretical issues and empirical studies. University of Kiel, Germany.