Thinking through science 3
Arthur Cheyney, Howard Flavell, Chris Harrison, George Hurst and Carolyn Yates
London: John Murray 2004 | Pp284 (red); 292 (blue) | £11.99 each | ISBN 0 719 57857 4; 0 719 57860 4
Reviewed by Terry Harbinson
Both these books will be welcomed by teachers seeking to bridge the development of students’ thinking skills from the CASE project into Year 9 schemes of work for science in secondary schools. The chapters in each book are closely linked to the Qualifications and Curriculum Authority (QCA) science units for Year 9 and are differentiated for those students working at National Curriculum levels 4–6 (blue book) and levels 6 and 7 (red book). Each book leads on from earlier publications aimed at Years 7 and 8 and there is focus on the key objectives as set out in the National Science Strategy for Sc1–4. Support materials – a teacher’s book and CD-ROM – are also available.
The books are clearly and accurately illustrated in colour with eye-catching concept cartoons, which support learning rather than simply entertain. In each book the scientific process and science content are effectively integrated with attention paid to breadth and depth. The chapters for both books are mutually consistent in their approach to each topic and are differentiated to meet the needs of students without loss of challenge.
Each book begins with an introductory chapter covering the nature of scientific enquiry, followed by nine colour-coded chapters linked to Sc2, 3 and 4. Each chapter starts with clear content and skills objectives. Prior knowledge is determined through effective questioning, followed by a variety of activities designed to encourage group discussion, investigation, reasoning and exploration of ideas and evidence. Links to the CASE schemata are evident throughout and supported by questions which help build students’ skills and knowledge base. Each chapter ends with activities designed to encourage students to reflect on their learning and articulate their ideas and thoughts.
The only criticism I have of both books is that the density of the text may deter young readers. Despite this, every science department should have one or two sets of these texts so that teachers can dip into them for material to support and enrich the science taught in Year 9.
