메뉴 건너뛰기




Volumn 26, Issue 8, 2004, Pages 1009-1021

A smooth trajectory: Developing continuity and progression between primary and secondary science education through a jointly-planned projectiles project

Author keywords

[No Author keywords available]

Indexed keywords


EID: 3242681714     PISSN: 09500693     EISSN: None     Source Type: Journal    
DOI: 10.1080/1468181032000158372     Document Type: Article
Times cited : (19)

References (40)
  • 1
    • 3242702572 scopus 로고    scopus 로고
    • STAYing the course: Smoothing the transfer from Key Stage 2 to Key Stage 3
    • BRAUND, M. (2002). STAYing the course: smoothing the transfer from Key Stage 2 to Key Stage 3. Education in Science, 197, 28-29.
    • (2002) Education in Science , vol.197 , pp. 28-29
    • Braund, M.1
  • 3
    • 3242667333 scopus 로고    scopus 로고
    • Council for Science and Technology Preliminary report of the Council for Science and Technology Education Sub-Group (London: CSTE)
    • COUNCIL FOR SCIENCE AND TECHNOLOGY (1999). School Science: Fit for the Future? Preliminary report of the Council for Science and Technology Education Sub-Group (London: CSTE).
    • (1999) School Science: Fit for the Future?
  • 4
    • 3242657486 scopus 로고    scopus 로고
    • Cheshire County Council (Winsford: Cheshire County Council)
    • CHESHIRE COUNTY COUNCIL (1997). Bridging the Gap, KS2/3 Liaison-Bubbles (Winsford: Cheshire County Council).
    • (1997) Bridging the Gap, KS2/3 Liaison-Bubbles
  • 6
    • 0141804145 scopus 로고    scopus 로고
    • Department for Education and Employment (DfEE)/Qualifications and Curriculum Authority (QCA) (London: DfEE/QCA)
    • DEPARTMENT FOR EDUCATION AND EMPLOYMENT (DfEE)/Qualifications and Curriculum Authority (QCA) (1999). Science in the National Curriculum (London: DfEE/QCA).
    • (1999) Science in the National Curriculum
  • 9
    • 3242731536 scopus 로고    scopus 로고
    • The visual environment in which secondary science is taught
    • ELLIOTT, P. (2000). The visual environment in which secondary science is taught. School Science Review, 82(299), 73-80.
    • (2000) School Science Review , vol.82 , Issue.299 , pp. 73-80
    • Elliott, P.1
  • 10
    • 85064295482 scopus 로고    scopus 로고
    • Cultural factors of science classroom learning environments, teacher-student interactions and student outcomes
    • FISHER, D.L. and WALDRIP, B.G. (1999). Cultural factors of science classroom learning environments, teacher-student interactions and student outcomes. Research in Science & Technological Education, 17(1), 83-96.
    • (1999) Research in Science and Technological Education , vol.17 , Issue.1 , pp. 83-96
    • Fisher, D.L.1    Waldrip, B.G.2
  • 11
    • 3242664606 scopus 로고    scopus 로고
    • Continuity and progression in science teaching at Key Stages 2 and 3
    • GALTON, M. (2002). Continuity and progression in science teaching at Key Stages 2 and 3. Cambridge Journal of Education, 32(2), 249-265.
    • (2002) Cambridge Journal of Education , vol.32 , Issue.2 , pp. 249-265
    • Galton, M.1
  • 15
    • 33645347770 scopus 로고
    • Primary-secondary transfer after the national
    • GORWOOD, B. (1991). Primary-secondary transfer after the national curriculum. School Organisation, 11, 3-4.
    • (1991) Curriculum School Organisation , vol.11 , pp. 3-4
    • Gorwood, B.1
  • 16
    • 0002933951 scopus 로고
    • Qualitative programme evaluation: Practice and promise
    • N. Denzin and Y. Lincoln (eds.) (London: Sage)
    • GREENE, J. (1994). Qualitative programme evaluation: practice and promise. In N. Denzin and Y. Lincoln (eds.) Handbook of Qualitative Research (London: Sage).
    • (1994) Handbook of Qualitative Research
    • Greene, J.1
  • 17
    • 0010905286 scopus 로고    scopus 로고
    • Meeting the children
    • GUNNELL, B. (1999). Meeting the children. Education in Science, 181, 10-11.
    • (1999) Education in Science , vol.181 , pp. 10-11
    • Gunnell, B.1
  • 24
    • 84963483325 scopus 로고
    • Keeping up the momentum: Improving continuity
    • JONES, L. and JONES, L.P. (1993). Keeping up the momentum: improving continuity. Education 3-13, 21(3), 46-50.
    • (1993) Education 3-13 , vol.21 , Issue.3 , pp. 46-50
    • Jones, L.1    Jones, L.P.2
  • 25
    • 0001256317 scopus 로고    scopus 로고
    • A study of progression in learning about 'the nature of science': Issues of conceptualisation and methodology
    • LEACH, J., DRIVER, R., MILLAR, R. and SCOTT, P. (1997). A study of progression in learning about 'the nature of science': issues of conceptualisation and methodology. International Journal of Science Education, 19(2), 147-166.
    • (1997) International Journal of Science Education , vol.19 , Issue.2 , pp. 147-166
    • Leach, J.1    Driver, R.2    Millar, R.3    Scott, P.4
  • 27
    • 0009176206 scopus 로고    scopus 로고
    • Children's performance of investigative tasks in science: A framework for considering progression
    • MILLAR, R., GOTT, R., LUBBEN, F. and DUGGAN, S. (1996). Children's performance of investigative tasks in science: a framework for considering progression. BERA Dialogues-1996, 11, 82-108.
    • (1996) BERA Dialogues-1996 , vol.11 , pp. 82-108
    • Millar, R.1    Gott, R.2    Lubben, F.3    Duggan, S.4
  • 28
    • 3242669126 scopus 로고    scopus 로고
    • Office for Standards in Education (OFSTED) (London: HMSO)
    • OFFICE FOR STANDARDS IN EDUCATION (OFSTED) (1998). Science: A Review of Inspection Findings 1997/8 (London: HMSO).
    • (1998) Science: A Review of Inspection Findings 1997/8
  • 30
    • 36349034584 scopus 로고    scopus 로고
    • Continuity and progression between key stages in science
    • University of Sussex at Brighton, 2-5 September
    • PEACOCK, G. (1999). Continuity and progression between Key Stages in science, paper presented at the British Educational Research Association Annual Conference, University of Sussex at Brighton, 2-5 September [http://www.leeds.ac.uk/educol/documents/00001314.htm].
    • (1999) The British Educational Research Association Annual Conference
    • Peacock, G.1
  • 32
    • 3242674544 scopus 로고    scopus 로고
    • Qualifications and Curriculum Authority (QCA) (English and Mathematics) (London: QCA)
    • QUALIFICATIONS AND CURRICULUM AUTHORITY (QCA) (2002). Transition Units (English and Mathematics) (London: QCA) http://www.standards.dfes.gov. uk/keystage3/publications/?template=down&pub=1850
    • (2002) Transition Units
  • 34
    • 3242715261 scopus 로고    scopus 로고
    • School Curriculum and Assessment Authority (SCAA) (Middlesex: SCAA)
    • SCHOOL CURRICULUM AND ASSESSMENT AUTHORITY (SCAA) (1996). Promoting Continuity between KS2 and KS3 (Middlesex: SCAA).
    • (1996) Promoting Continuity Between KS2 and KS3
  • 35
    • 3242672732 scopus 로고    scopus 로고
    • School Curriculum and Assessment Authority (SCAA) (Middlesex: SCAA)
    • SCHOOL CURRICULUM AND ASSESSMENT AUTHORITY (SCAA) (1997). Making Effective Use of Key Stage 2 Assessments (Middlesex: SCAA).
    • (1997) Making Effective Use of Key Stage 2 Assessments
  • 36
    • 3242735124 scopus 로고
    • Progression in science-can primary teachers and curriculum developers agree?
    • SORSBY, B.D. (1995) Progression in science-can primary teachers and curriculum developers agree? School Science Review, 77(279), 110-118.
    • (1995) School Science Review , vol.77 , Issue.279 , pp. 110-118
    • Sorsby, B.D.1
  • 38
    • 3242677281 scopus 로고    scopus 로고
    • Resourcing practical science: Some issues for primary school science coordinators
    • SUMMERFIELD, J. (1996). Resourcing practical science: some issues for primary school science coordinators. Primary Science Review, 44, 21-23.
    • (1996) Primary Science Review , vol.44 , pp. 21-23
    • Summerfield, J.1
  • 39
    • 84866020521 scopus 로고    scopus 로고
    • Teacher teamwork supportive cultures and coercive policies?
    • University of Exeter, 12-14 September
    • VOGT, F. (2002). Teacher teamwork supportive cultures and coercive policies?, paper presented at the Annual Conference of the British Educational Research Association, University of Exeter, 12-14 September [http://www.leeds.ac.uk/educol/documents/00002159.htm].
    • (2002) The Annual Conference of the British Educational Research Association
    • Vogt, F.1


* 이 정보는 Elsevier사의 SCOPUS DB에서 KISTI가 분석하여 추출한 것입니다.