Over the years, primary science education has played the role of equipping learners with the knowledge, skills and attitudes for personal development to face the demands of the contemporary world, and to contribute towards a scientific and technological world (Curriculum Development Council, 2002; National Research Council, 1996; National Research Council, 2000). Now, in the 21st century, learning can no longer be satisfied by mere acquisition of knowledge and skills (Serret, 2006), and the recognition of learning to think is becoming increasingly important for learners in the field of education. In the area of science learning, it has long been agreed that understanding the scientific aspects of the world requires more than just knowledge - there is a need to provide opportunities for children to engage in science through the use of science processes and skills for ideas and explanation of things around them. However, Ogborn, Kress, Martins, and McGillicuddy (1996) cautioned that ideas and explanations are not there to be ‘discovered’ from hands-on activities. They arise from thinking and trying out ideas, and are ‘talked into existence’ with and by the children. Copyright © 2011 Sense Publishers.
|Title of host publication||Science education in international contexts|
|Editors||May M. H. CHENG, Winnie W. M. SO|
|Place of Publication||Rotterdam, The Netherlands|
|ISBN (Print)||9789460914256, 9789460914270|
|Publication status||Published - 2011|