Teaching, Learning and Assessing Science 5 -12 is a new and totally revised edition of Teaching and Learning Primary Science. The author provides a theoretical rationale for why science should be taught in particular ways, and ideas and examples of how to do it.

The opening chapters show how children learn, and discuss the nature of the goals of teaching science to children aged 5 - 12. It is teachers' understanding of these things that determines the kind of learning experiences they provide for children. Evidence is provided to support a constructivist view: a view of learning which recognizes that children already have ideas about the world around them, formed from their every-day experiences and every-day ways of thinking. The teacher's role is to help children to build their understanding and change their ideas towards the more scientific view. In science, this means through inquiry, which involves first-hand investigation of materials, the use of books and other resources and discussion. Several chapters describe and illustrate aspects of the teacher's role in bringing about this learning, including planning and providing learning resources.

A key feature of Teaching Learning and Assessing Science 5-12 is the attention given to assessment, particularly assessment that has a formative role in teaching and learning. Research shows that improving formative assessment can raise the standard of children's achievement.

Separate chapters deal with the central activities in formative assessment:

• Gathering evidence about children's ideas, skills and attitudes

• Interpreting the evidence in terms of the progressive development towards goals

• Using it to advance children's learning

Children themselves have a role in assessing their own progress and helping to decide how to take the next steps in their work.

Assessment for the different purpose of recording and reporting progress is also considered. The final chapter deals with the evaluation of teaching and whole-school provision to promote children's learning through inquiry.