Primary Science: Teaching Theory and Practice, 4th Edition (Achieving Qts)

146 Pages·2009·1.45 MB·English

by  John Sharp

Achieving QTS
Meeting the Professional Standards Framework
Primary
Science
Teaching Theory and Practice

Achieving QTS
Meeting the Professional Standards Framework
Primary
Science
Teaching Theory and Practice
Fourth edition
John Sharp . Graham Peacock . Rob Johnsey
Shirley Simon . Robin Smith
Alan Cross . Diane Harris
www.learningmatters.co.uk
Achieving QTS
Meeting the Professional Standards Framework
Primary
Science
Teaching Theory and Practice
Fourth edition
John Sharp . Graham Peacock . Rob Johnsey
Shirley Simon . Robin Smith
Alan Cross . Diane Harris
www.learningmatters.co.uk
Acknowledgements
TheauthorswishtothankJillJessonforherworkonupdatingChapter10on
UsingICTinscienceforthe4thedition.
Chapter3:graphsreproducedbyJoshuaHarris.
Chapter4:illustrationsbyJulieBateman,aged10.
Chapter8:classorganisationandinteractivedisplaydiagramsbyJoelMorris.
Chapter9:explanatorypicturesreproducedbyJoshua,Laura,Jacoband
BarnabyHarris.ConceptcartoonreproducedfromConceptCartoonsinScience
Education(NaylorandKeogh,2000)bykindpermissionofMillgateHouse
Publishers.
Chapter10:screenshotofcircuitdiagramfromInterfact:Electricityand
MagnetismCD-ROM(1997)bykindpermissionofTwo-CanPublishing.
Chapter11:healthandsafetydiagramsbyJoelMorris.
Firstpublishedin2000byLearningMattersLtd.
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Thirdeditionpublishedin2007.
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Reprintedin2008.
Fourtheditionpublishedin2009.
Reprintedin2009.
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Contents
1
Introduction 1
2
The nature of scientific understanding 5
3
Processes and methods of scientific enquiry 11
4
Children’s ideas 24
5
Science in the Foundation Stage 36
6
Teaching strategies 51
7
Planning 64
8
Classroom organisation and management 81
9
Assessment, recording and reporting 94
10
Using ICT in science 110
11
Health and safety 125
Glossary 137
Index 141
v

1
Introduction
About this book
Thisbookhasbeenwrittentosatisfytheneedsofallprimarytraineesonallcourses
of initial teacher training in England and other parts of the UK where a secure
knowledge and understanding of how to teach science is required for the award
of Qualified Teacher Status (QTS) or its equivalent. This book will also be found
usefulbyNewlyQualifiedTeachers(NQTs),mentors,curriculumco-ordinatorsand
other professionals working in education who have identified aspects of their
sciencepracticewhichrequireattentionorwhoneedasingleresourcetorecom-
mend tocolleagues.
Features ofthis book include:
. clearlinkswiththeProfessionalStandardsforQTS;
. clearreferencetoScienceintheNationalCurriculumforchildrenandtheQCA/DfESexemplar
SchemeofWorkforScienceatKeyStages1and2;
. clearreferencetotheEarlyYearsFoundationStageframework;
. pedagogicalandprofessionalknowledgeandunderstandingforeffectivescienceteachingand
learning;
. researchsummaries;
. practicaltasks;
. clearlinksbetweendifferentaspectsofteachingscience;
. furtherreadingandreferences;
. glossary.
What is primary science and why is it
taught?
Even today, primary science means different things to different people.
Considerable and often heated debate in recent years has revolved around the
portrayal of primary science as product, in which scientific knowledge is arrived
atbyobjectivemethodscapableofyieldingacceptedconcepts,orprocess,inwhich
scientificknowledgeisarrivedatbysubjectiveactsofindividualdiscoverydrivenby
thedevelopmentofscientificskills.Intermsofthenature,teachingandlearningof
primaryscience,bothhavesomethingtoofferandclearlyanappropriatebalance
betweenthetwoisrequired.Primaryscienceisperhapsbestregarded,therefore,as
anintellectual,practical,creativeandsocialendeavourwhichseekstohelpchildren
to better understand and make sense of the world in which they live. Primary
science should involve children in thinking and working in particular ways in the
pursuit of reliable knowledge. While practical work undoubtedly contributes
towards securing children’s interest, curiosity and progress in science, children’s
scientificknowledgeandunderstandingcannotalwaysbedevelopedthroughprac-
ticalworkalone.Justasthemethodsofscienceneedtobetaughtexplicitly,sotoo
doesthescientificknowledgeandunderstandingimplicitinscientificactivitiesand
theiroutcomes.AsScienceintheNationalCurriculumstates:
1
Introduction
Science stimulates and excites children’s curiosity about phenomena and
eventsintheworldaroundthem.Italsosatisfiesthiscuriositywithknowledge.
Because science links direct practical experience with ideas, it can engage
learnersatmanylevels.Scientificmethodisaboutdevelopingandevaluating
explanationsthroughexperimental evidenceand modelling.Thisisaspurto
criticalandcreativethought.Throughscience,childrenunderstandhowmajor
scientific ideas contribute to technological change – impacting on industry,
business and medicine and improving quality of life. Children recognise the
cultural significance of science and trace its world-wide development. They
learntoquestionanddiscusssciencebasedissuesthatmayaffecttheirown
lives,thedirectionofsocietyandthefutureoftheworld.
Teachers(andtrainees)are,ofcourse,instrumentalindevelopingchildren’sscien-
tificideasandpracticalabilitiesandforfosteringpositiveattitudestowardsscience.
Readers wishing to find out more about primary science in general are directed
towards the further reading and references sections included at the end of this
introduction.
Professional Standards for QTS for
Primary Science
ProfessionalStandardsforQTS(DfES/TDA,2007)dealswiththesubject,pedago-
gicalandprofessionalknowledgeandunderstandingrequiredbytraineestosecure
children’s progress in science. This book refers mostly to the pedagogical and
professional requirements (see Peacock et al., 2009 for subject knowledge and
understanding). In summary, by the end of all courses of initial teacher training,
alltraineesareexpected toknow and understand:
. thereasonswhyitisimportantforallchildrentolearnscienceandthevalueofengagingall
children’sinterestinscience;
. thenatureofscientificunderstanding;
. keyaspectsofscienceunderpinningchildren’sprogressinacquiringscientificknowledge,
understandingandskillsandhowprogressisrecognisedandencouraged;
. methodsofdevelopingchildren’sscientificknowledge,understandingandskills;
. waysoforganisingandmanagingscienceintheclassroom;
. assessingandevaluatingscienceteachingandlearning;
. theimportanceofhealthandsafety;
. thebenefitsofusingICTinscience.
Early Years Foundation Stage
In September 2008, the Early Years Foundations Stage (DCSF, 2008) framework
became statutory for all early years care and education providers who are regis-
teredwithOfsted.Thisframeworkappliestochildrenfrombirthuntiltheyarefive
yearsoldandthereforeensuresthateveryoneinvolvedinthecareandeducationof
the childrenisworking towards common principles.Included in the experienceit
specifies are aspects ofscience.
2