Science focus the Salters approach
The Salters' team at the University of York believes that science teaching should be founded on materials and experiences familiar to students. In this series, key scientific concepts are drawn out from contexts which really mean something to students. For example, using shampoos as a starting point leads to the need to consider acids and alkalis; drinks provide the context for the particulate theory; monitoring a premature baby introduces aspects of information technology
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The Salters' team at the University of York believes that science teaching should be founded on materials and experiences familiar to pupils. Key scientific concepts are drawn out from contexts which really mean something to pupils. For example, using shampoos as a starting point leads to the need to consider acids...
The Salters' team at the University of York believes that science teaching should be founded on materials and experiences familiar to pupils. Key scientific concepts are drawn out from contexts which really mean something to pupils. For example, using shampoos as a starting point leads to the need to consider acids...
The Salters' team at the University of York believes that science teaching should be founded on materials and experiences familiar to pupils. Key scientific concepts are drawn out from contexts which really mean something to pupils. For example, using shampoos as a starting point leads to the need to consider acids...
The Salters' team at the University of York believes that science teaching should be founded on materials and experiences familiar to pupils. Key scientific concepts are drawn out from contexts which really mean something to pupils. For example, using shampoos as a starting point leads to the need to consider acids...
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| Subject(s) | Science |
|---|---|
| Age | 11-14 |
| Published | 1990 - 1999 |
| Published by | |
| Direct URL | https://www.stem.org.uk/cx7dpb |
