University of Winchester. PGCE Science 2011-12

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PGCE Science (Part-Time)

Essential features of practical work

Investigative skills

University of Winchester. PGCE Science 2011-12

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Learning intentions Develop further the skill of accurate observation Explore the difference between a prediction and hypothesis Become familiar with planning boards to help pupils to

structure and record investigations, with particular emphasis on variables (factors)

Consider possible classroom organisations suitable for practical science

Develop understanding of the legal requirements for safety and the responsibility of the teacher to create a safe learning environment

University of Winchester. PGCE Science 2011-12

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Reflections from directed readings

Discuss your readings with your colleagues.

University of Winchester. PGCE Science 2011-12

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Prediction and Hypothesis Guess – speculation about the result of an investigation

Prediction – a forecast of what will happen, an expected outcome, based on previous knowledge of everyday experiences or scientific knowledge

Hypothesis – a tentative idea or explanation to be tested , which need not be correct but it should be reasonable in terms of the evidence available, and possible in terms of scientific principles, is provisional since there may be others consistent with the evidence

University of Winchester. PGCE Science 2011-12

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Modelling a classroom activity to help children learn to predict

Order the statements from the least to the most useful.Identify whether each statement is a prediction or

hypothesis.

How did you decide which was the most useful statement?

How did you decide which was the least useful statement?

Where do the statements that give a scientific reason come on your list?

Adapted from Goldsworthy,A. & Feasey.R. (1997). Making Sense of Primary Science Investigations. Revised edition. Hatfield: Association for Science Education, pp22-23

University of Winchester. PGCE Science 2011-12

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I think the little pieces will dissolve first. I think the little pieces will dissolve first because they’re

little. I think the little pieces will dissolve first because my Dad

breaks it into little pieces when he makes jelly. I think the little pieces will dissolve first because little bits of

sugar dissolve faster than a sugar lump and I think the same thing will happen with jelly.

I think the little pieces will dissolve first because the water can attack them more easily.

I think the little pieces will dissolve first because there’s more surfaces in touch with the water.

University of Winchester. PGCE Science 2011-12

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Practical – Context - WATER DROPLETS

What do you think will happen when you …… release one drop of water from the dropper on to

the mirror?… add more drops?… tilt the mirror? What do you think is happening and why?

Reflect – on what did you draw to make your predictions / hypotheses?

University of Winchester. PGCE Science 2011-12

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Controversy….. Feasey and Goldsworthy (1997) suggest

predicting becomes hypothesising...

Harlen (2000) suggests a prediction is invariably based on a hypothesis (implicitly if not explicitly)

Predicting and hypothesising are closely related

University of Winchester. PGCE Science 2011-12

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Progression…

making an attempt to explain something based on earlier experience

suggesting an explanation which is consistent with the evidence

…consistent with a scientific principle realising there may be more than one explanation realising the tentative nature of any explanation

University of Winchester. PGCE Science 2011-12

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Predicting and hypothesising are part of planning investigations...

planning is implicitly focused by a prediction predicting encourages children to think ahead predicting helps them to consider variables a prediction gives clues to the measurements that

might be taken a hypothesis has a reason in a form that can be

tested… may lead to an investigation

University of Winchester. PGCE Science 2011-12

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Practical Observing, Hypothesising and Modelling

Seeds are dispersed in many ways by special development of the seed

case, e.g.dispersal by animals

dispersal by wind / waterself dispersal

University of Winchester. PGCE Science 2011-12

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FLYING SEEDS - SYCAMORE OBSERVATION – predict, then drop a seed

and observe it. What is the pattern of flight? DRAW the seed and label the parts. MORE OBSERVATION - what is there about the design

that helps it to fly? HYPOTHESIS MAKE a prototype to test your ideas. Alter design to make

it fly like a sycamore seed MORE OBSERVATION…. REVIEW YOUR DRAWING - use what you have learned

about flight. DRAW and label your design and describe how it models

the way a sycamore seed flies.

University of Winchester. PGCE Science 2011-12

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Modelling

Model making is an observation activity… in this case the task encourages close observation of a natural form and the way it behaves … through…

watching behaviour, drawing, asking questions…and then…

planning, making, testing and evaluating. And building confidence in problem solving.

University of Winchester. PGCE Science 2011-12

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Fair Testing

… occurs within the context of planning and carrying out investigations.

… is set up to answer a question such as ‘What will happen if?’

6- 7 year olds can consider fairness AFTER carrying out a test.

Older pupils can consider fairness BEFORE doing a test.

Fairness involves a discussion about variables.

University of Winchester. PGCE Science 2011-12

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What are variables?

Factors in an investigation that can be changed or kept the same.

Within Key Stages 1 & 2 children will proceed from not requiring variables to manipulating one variable.

University of Winchester. PGCE Science 2011-12

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Why do I need to know about variables?

So you can:- Help children succeed with their

investigations Manage investigations in class Understand the progression in Sc 1 Assess children’s attainment in Sc 1

University of Winchester. PGCE Science 2011-12

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Autogyros

Make a standard autogyro as described on the workcard

Use planning boards to identify variables in an investigation – “What might affect the flight of an autogyro?”

NOTE: Children need help to identify these variables. This can be done through questioning. What are you trying to find out? What do you want to observe/measure? What do you want to change? What will you need to keep the same?

University of Winchester. PGCE Science 2011-12

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Variables (factors)

INDEPENDENT VARIABLES (IV) - identify what is to change. Changed by choice, different each time.

DEPENDENT VARIABLES (DV) - identify what is to be observed. Dependent on our actions. Measured to obtain results.

CONTROLLED VARIABLES - identify what is to be kept the same so that the effect of the IV can be observed.

University of Winchester. PGCE Science 2011-12

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Autogyros

Select a variable for investigation Note why you think this variable will have an effect

- note prediction and hypothesis Use a planning board to organise your

investigation Consider safety Carry out the investigation - note use of

observation, prediction, hypothesis.

University of Winchester. PGCE Science 2011-12

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Evaluation

Evaluate carefully your investigativeprocedures. How accurate was your prediction? What aspects of your procedure might you change

if you were to carry out the investigation again? What surprises were there? What did you discover

that you hadn’t thought about or predicted?

What aspects of knowledge about forces and /or seed dispersal are developed in this investigation?

University of Winchester. PGCE Science 2011-12

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Puppets Project

Exploring the use of puppets to engage and motivate children in conversations which help in their science education. http://www.puppetsproject.com

Keogh, B., Naylor, S., Downing, B., Maloney, J. and Simon, S. (2006) ‘Puppets bringing stories to life’, Primary Science Review 92 pp26-28

http://www.ase.org.uk/htm/members_area/journals/psr/pdf/psr_92/puppets_pg26.pdf

University of Winchester. PGCE Science 2011-12

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Discovery Dog KS1

Context – Naughty Nora is a mischievous puppy who causes lots of problems. Discovery Dog is Naughty Nora’s uncle. He tries to sort out the problems that she causes, but he needs help from the children to do this. Each story ends with Discovery Dog’s dilemma, which leads to an investigation.

Resources – Investigation Packs: Story booklets, planning frames, CDs linked to key ideas in NC Science

Puppets - Naughty Nora is a small puppet, suitable for children’s hands. Discovery Dog is a larger puppet designed for teachers use.

University of Winchester. PGCE Science 2011-12

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Evaluate this resource.

University of Winchester. PGCE Science 2011-12

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Investigative work When pupils: have to make their own decisions use some investigational procedures e.g.

observing, measuring

Definition from AKSIS project in Sherrington, R (1998) ASE Guide to Primary Science Education. Hatfield:Association for Science Education.

University of Winchester. PGCE Science 2011-12

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Types of investigations

Information-seeking Comparing or fair-testing Pattern-finding Hypothesis-generating How-to-do-it

From Harlen, W (2000) The Teaching and Learning of Science in Primary Schools. London: David Fulton.

Adapted from types identified in AKSIS (ASE /King’s College Science Investigations in Schools) Project.

University of Winchester. PGCE Science 2011-12

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Safety in Primary Science

“Risk assessment is little more than common sense and prudent primary

teachers do it informally as a matter of course” (Ellis 2001, p7)

University of Winchester. PGCE Science 2011-12

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Safety in Science Safety is the legal responsibility of the employer

Teachers have a duty of care towards the children

Most employers adopt County Guidelines and/or ‘Be Safe!’ (Ellis 2001)

Evidence of planning for safe practice is found in lesson plans, schemes and policies

University of Winchester. PGCE Science 2011-12

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Hazard and Risk

HAZARD - anything with the potential to cause harm

RISK – the likelihood of actual harm from any hazard

Risk Assessments attempt to avoid PREVENTABLE harm

University of Winchester. PGCE Science 2011-12

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Teaching Safety

ASE suggest teachers are good at teaching SAFELY, not so good at teaching SAFETY, i.e. pupils learn the rules and implement them without real understanding

Safe practice is a theme in the NC Breadth of Study (BoS)

University of Winchester. PGCE Science 2011-12

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Directed Tasks – reading 1. Read Roden (2005) in reading pack. Complete

the ‘personal response’ tasks and bring your notes to the next session.

And Either Edition 4: Read Harlen and Qualter (2004)

Chapters 10 ‘Ways to develop process skills’ + pgs203-205, 2 ‘Children’s own ideas’ and 7 ‘A framework for learning in science’.

OREdition 5: Ch.5,Ch.6, and Ch.10

University of Winchester. PGCE Science 2011-12

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Directed Tasks - auditing

Complete SAFETY WORKSHOP

Revise subject knowledge on topic for next week: Materials and their properties.

University of Winchester. PGCE Science 2011-12

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Observe children’s use of skills in science. Use Harlen and Qualter’s (2004) ‘indicators’ to guide your observations.

Make notes on the teacher’s role in skill development.

Directed Tasks – school-based