Martin Hughes - Progression in Learning (Bera Dialogues ; 11)
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This volume is about progression in learning; about the short-term and long-term changes in childrens knowledge and understanding, which takes place as they progress through various domains of learning.
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Learning ability, Child development, Cognition in children, Articulation (Education)
publication date
:
1996
lcc
:
LB1134.P76 1996eb
ddc
:
370.15/23
subject
:
Learning ability, Child development, Cognition in children, Articulation (Education)
Page i
BERA DIALOGUES 11 Series Editor: Donald McIntyre
Progression in Learning
Edited by Martin Hughes
MULTILINGUAL MATTERS LTD Clevedon Philadelphia Adelaide
Page ii
Library of Congress Cataloging in Publication Data
Progression in Learning/Edited by Martin Hughes BERA Dialogues: 11 1. Learning ability. 2. Child development. 3. Cognition in children. 4. Articulation (Education). I. Hughes, Martin. II. Series. LB1134.P76 1995 370.15'23-dc20 95-23851
British Library Cataloguing in Publication Data
A CIP catalogue record for this book is available from the British Library.
ISBN 1-85359-310-9 (hbk) ISBN 1-85359-309-5 (pbk)
Multilingual Matters Ltd
UK: Frankfurt Lodge, Clevedon Hall, Victoria Road, Clevedon, Avon BS21 7SJ. USA: 1900 Frost Road, Suite 101, Bristol, PA 19007, USA. Australia: P.O. Box 6025, 83 Gilles Street, Adelaide, SA 5000, Australia.
Copyright 1996 Martin Hughes and the authors of individual chapters.
All rights reserved. No part of this work may be reproduced in any form or by any means without permission in writing from the publisher.
Typeset by Bookcraft, Stroud, Gloucestershire. Printed and bound in Great Britain by the Cromwell Press.
Page iii
Contents
List of Contributors
iv
Introduction
Martin Hughes
1
1 Progression in Learning Literacy and Numeracy in the Preschool
Penny Munn
15
2 Progression in Learning Mathematics and Science
Shirley Simon, Margaret Brown, Paul Black And Ezra Blondel
24
3 Progression in Children's Ideas about History
Peter Lee, Rosalyn Ashby And Alaric Dickinson
50
4 Children's Performance of Investigative Tasks in Science: A Framework for Considering Progression
Robin Millar, Richard Gott, Fred Lubben And Sandra Duggan
82
5 Progression in Learning about 'The Nature of Science': Issues of Conceptualisation and Methodology
John Leach, Rosalind Driver, Robin Millar And Phil Scott
109
Page iv
List of Contributors
Rosalyn Ashby
(Institute of Education, University of London)
Paul Black
(King's College, London)
Ezra Blondel
(King's College, London)
Margaret Brown
(King's College, London)
Alaric Dickinson
(Institute of Education, University of London)
Rosalind Driver
(University of Leeds)
Sandra Duggan
(University of Durham)
Richard Gott
(University of Durham)
Martin Hughes
(University of Exeter)
John Leach
(University of Leeds)
Peter Lee
(Institute of Education, University of London)
Fred Lubben
(University of York)
Robin Millar
(University of York)
Penny Munn
(University of Central Lancashire)
Phil Scott
(University of Leeds)
Shirley Simon
(King's College, London)
Page 1
Introduction
Martin Hughes
This book is concerned with progression in learning. In other words, it is about the short-term and long-term changes in children's knowledge and understanding which take place as they progress through various domains of learning.
The book consists of five studies which look at progression in a range of different domains. In Chapter 1 Penny Munn is concerned with progression in preschool children's conceptions of literacy and numeracy. Shirley Simon, Margaret Brown, Paul Black and Ezra Blondel in Chapter 2 look at progression between the ages of 6 and 13 years in pupils' understanding of two distinct areas of mathematics and science. Chapter 3, by Peter Lee, Rosalyn Ashby and Alaric Dickinson, deals with progression between the ages of 7 and 14 years in pupils' ideas about historical enquiry and explanation. In Chapter 4 Robin Millar, Richard Gott, Fred Lubben and Sandra Duggan focus on progression between the ages of 9 and 14 years in pupils' abilities to carry out scientific investigations. Chapter 5, by John Leach, Rosalind Driver, Robin Millar and Phil Scott, looks at pupils' understanding of the nature of science between the ages of 9 and 16 years. Yet despite this diversity in the ages and topics being studied, there are, as we shall see, some important common themes arising from the chapters in this volume.
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