Osborne, Roger,  1940-1985., <br/><br/>
Learning in science :  the implications of children's science /  [print] 
Roger Osborne and Peter Freyberg, with Beverley Bell ... [and others. 
 - Auckland, N.Z. ;  Portsmouth, New Hampshire :  Heinemann,  (c)1985. 
 - 198 pages :  illustrations ;  22 cm. 
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<br/><br/>Children's science  Science teaching and science learning  Language in the science classroom  Building on children's intuitive ideas  Relating the new to the familiar  Facing the mismatches in the classroom  Assumptions about teaching and learning  Roles for the science teacher  Lesson frameworks for changing children's ideas  A teaching sequence on electric current  Implications across the curriculum  Introducing children's ideas to teachers  Roger Osborne and Peter Freyberg --  Ross Tasker and Roger Osborne --  Beverley Bell and Peter Freyberg --  Roger Osborne --  Brenda Schollum and Roger Osborne --  Ross Tasker and Peter Freyberg --  Peter Freyberg and Roger Osborne --  Roger Osborne and Peter Freyberg --  Mark Cosgrove and Roger Osborne --  Mark Cosgrove and Roger Osborne --  Peter Freyberg --  Roger Osborne and Ross Tasker. 
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<br/><br/><label>ISBN: </label>9780435572600 9780868632759 
<br/><br/><label>LCCN: </label>84027915 
<br/><br/><label>Nat. Bib. No.: </label>GB86-503 
<br/><br/><label>Subjects--Topical Terms: </label><br/>Science--Study and teaching.<br/>Science--Study and teaching (Elementary)
<br/><br/><label>LC Class. No.: </label>Q181 Q181.F893.L437 1985