Exploring, investigating and identifying the scientific process (and the value of group work)

1. Exploring, investigating and identifying the scientific process (and the value of group work) School Direct Shepway Teaching Schools Canterbury Christ Church University Primary 2013 – 2014 JUDITH RODEN CSciTeach

2. The Nature of Science Talk to someone next to you • What is ‘science’ in the real world? • share these with others around you – are your ideas similar, or different? • what do scientists do? Science is both a body of knowledge and a way of working.

3. http://www.youtube.com/watch?v=JJOOowG7Cwo • View the film • Anything to add?

4. Share your experience of science in school • What is primary school science like? • Write down three key things about teaching science that you have learned from your work in school. • Share these with people next to you.

5. What methods are appropriate? Science should be enjoyed by learners: • What methods might be appropriate? • What methods have you seen? Let’s play a quick game! What does this approach offer to children’s learning?

6. Scientists and Engineers • Draw a picture to show what a scientist does. • Draw another picture to show what an engineer does. Share your drawings with colleagues How might children respond?

7. Attitudes Towards Science • Write a few sentences to describe your feelings towards science. • What factors affected your attitude towards science? • See e.g. Silver, A, and Rushton, BS (2008) Primary School children’s attitudes towards science, engineering and technology and their images of scientists Education 3-13, 36:1, 51-67

8. ‘The Squeeze’ • Stand up • Form a circle • Join hands

9. Being Scientific Involves • Process Skills • Concepts • Attitudes

10. Process Skills Investigative Skills (National Curriculum) • Planning • Obtaining and presenting evidence • Considering Evidence Which includes • Observing • Questioning • Hypothesising • Measuring • Recording • Predicting • Drawing conclusions

11. Early Years Foundation Stage Early Years Foundation Stage: Understanding the World Indicative behaviour • Shows curiosity and interest by exploring surroundings. • Observes, selects and manipulates objects and materials. • Identifies obvious similarities and differences when exploring and observing. • Investigates...materials and living things by using all the senses as appropriate. Identifies some features and talks about the features. • Asks questions about why things happen and how things work. • Looks closely at similarities and differences patterns and change.

12. 2014 National CurriculumThe nature, processes and methods of science ‘Working scientifically’ specifies the understanding of the nature, processes and methods of science…focusing on the key features of scientific enquiry, so that pupils learn to use a variety of approaches to answer relevant scientific questions. These types of scientific enquiry should include: observing over time; pattern seeking; identifying, classifying and grouping; comparative and fair testing (controlled investigations); and researching using secondary sources. (DfEScience programmes of study: key stages 1 and 2 - National curriculum in England, September 2013, p.4)

13. Science’s contribution to key skills and thinking skills Thinking Skills • Information processing skills • Reasoning skills • Enquiry Skills • Creative thinking skills • Evaluative skills Key Skills • Communication • Application of Number • Information Technology • Working with others • Improving own learning and performance • Problem solving

14. Concepts: the ‘ideas’ of science • For example: • Change • Electricity • Movement • Light • Etc.

15. Attitudes Not attitudes towards science but attitudes towards objects and events studied in science and the use of evidence in making sense of them

16. Attitudes Involved in Learning Science

17. What methods can we use to find out what children know? Discuss methods that you have seen or used in school What other methods can you think of to elicit children’s understanding?

18. Concept Cartoons

20. KWHL grids • What do you know about the heart and circulation system? K • What questions do you have? W • How will you find out? H • What have you learned? L

22. Children’s Drawings Look at the examples of children’s drawings from KS1 and KS2: • What do they tell us about the ideas that children hold? • Where do you think these ideas came from? • What misconceptions are represented? • What teaching have the children had so far?

26. Practical Workshop: Survey Investigations • Learning Outcome: To make comparative statements. Undertake a survey of your professional studies group: • Does the person with the widest span have the biggest grab? • Is there a relationship between chest size and lung capacity? • Can the person with the longest legs jump the furthest? • Does the tallest person have the longest arms (or legs)? Choose one then plan and carry out a simple survey to find out. • What equipment will you need? • How will you collect your information? • Hook – Video clip from www.bbc.co.uk/learningzone/clips/ ‘How we change as we get older’

27. Reflect on and identify • the processes and • The group skills involved in the activity

28. Group Work • Was it useful to work in groups rather than alone? • What advantages were there in working within a group? • Be ready to report back

29. RISK ASSESSMENT • Think about the ‘risks’ i.e. hazards or dangers associated with the activities undertaken • Would you undertake this activity in the primary classroom? • What related tasks would you provide? • How would you minimise the risk involved in these activities? • Be ready to report back!

30. Reflection • What have you learned today? • How will this inform your future practice in science?