Developing Conceptual Understanding in Primary Science

Developing Adaptive Teaching Competency through coaching

“…An adaptive teacher is aware of the diversity of learning pre-conditions, and the learning and problem-solving behaviour of students. Students' prior knowledge needs to be integrated in to the learning process in order for them to develop conceptual understanding in science (Asoko, 2002). An adaptive teacher notices lack of understanding, diminishing of concentration, and the onset of disruptions and acts accordingly, adjusting the course of the planned lesson during implementation.…”

Evaluation of Three Primary Teachers’ Approaches to Teaching Scientific Concepts in Persuasive Ways

“…These strategies which Feynman's father assumed without benefit of learning theory are representative of effective discourse based practice identified in range of studies (See for example Asoko, 2002;Lijnse, 2000;Ogborn 1996;Watt, 2002).…”

“…Theoretical principles such as Sutton's notion of persuasive discourse do not translate unproblematically into everyday classroom practice (Asoko, 2002). Lijnse (2000) suggests that we have to go back and forth between the specific teaching situation and the theoretical ideas to make effective progress.…”

Metaphorical Perceptions of Preschool, Elementary and Secondary School Children About Science and Mathematics

“…thinking and discovery and teachers should respect children's opinions about science that would develop during this process (Asoko, 2002). Therefore, the teacher has to encourage the children to research and provide the appropriate environmental conditions and setting (National Research Council, 2007).…”