SPACE Research Reports - Price Reduced

The SPACE Reports are no longer available from Marston Books and will not be reprinted. Limited numbers of the following SPACE Reports are available from Amazon.co.uk for £8.00 each plus p&p. 

Alternatively reports can be obtained direct from CRIPSAT at a reduced price of £5.00 each plus p&p, however please note that the minimum order is for 2 reports and we can only accept payment by cheque.  Our contact details are as follows:

 By post:

 Diana Benford
 CRIPSAT,
 126 Mount Pleasant,
 Liverpool,
 L69 3GR

 Tel: 0151 794 3270
 Fax: 0151 794 3271

or email: cripsat@liverpool.ac.uk

Reports

Earth in Space KS1 - 2
Evaporation and Condensation KS1 - 2
Forces KS1 - 3
Materials KS1 - 2
Rocks, Soil and Weather KS1 - 2


Earth in Space KS1 - 2 (ISBN 085323-008-0)

This report describes the different ideas children hold about the Earth in Space. It describes the development observed in children's understanding. The potential within the planned teaching activities to support the development in children's understanding towards the scientific view is reported.

Jonathan Osborne, Pam Wadsworth, Paul Black, John Meadows

Evaporation and Condensation KS1 - 2(ISBN 085323-446-9)

This report starts by documenting children's understanding of evaporation and condensation. The subsequent teaching interventions aimed to help children test their ideas, generalise understanding from one context to another and explored ways of making the visually imperceptible changes of state comprehensible to children. These teaching interventions are described together, with an examination of the shifts in children's understanding which resulted.

Terry Russell, Dorothy Watt


Forces KS1 - 3 (ISBN 085323-068-4)

This report reflects the development in the authors' thinking of conceptual progression in science. Conceptual progression is described as comprising three interacting elements: the sequencing of the curriculum agenda; developmental aspects of cognition; the teaching and learning strategies adopted by the teacher.

The sample was broadened in this study to consider the development in understanding of children from 5 years to14 years. Various sub-themes within the domain of forces are explored including, for instance, gravity, friction, reaction forces and balanced /unbalanced forces. Children's understanding of these areas is reported. Teaching strategies developed as a result of the research are described. Evidence of shifts in children's thinking are examined using both qualitative and quantitative data. There is particular emphasis on the developmental sequences of children's understanding of the various aspects of forces which were addressed in the research in the report. Knowledge of these conceptual pathways can help teachers and curriculum developers plan teaching-learning sequences which anticipate and support conceptual progression.

Terry Russell, Linda McGuigan, Adrian Hughes