core 1 science

Core 1 Science Semester 2 2012 KP

Core 1 Science Sc1

Progression in skill development

‘The questions children ask, and the speculations they make, demonstrate their actual level of involvement’ (Oliver 2006: 85).

March 2012 Sem 2 Wk 7

Core 1 Science 2012 Outdoor Learning KP

Independent Study Tasks- follow up

Read King and Glackin (2010) in Reading Pack

Read Harlen and Qualter Ch 19, 21, 22

Use this writing frame to complete an entry in your reflective journal.

How have you seen science taught and organised in school? How did this facilitate learning in science?



Session Learning Intentions

Revise the nature of practical work in science

Revise structure of NC Sc1

Revise full range of skills Sc1

Identify indicators of skill use

Explore some methods for gathering formative evidence of children’s attainment of process skills

Consider ‘Involvement’ in early years science learning



Review Sc1

NC Sc1 Scientific enquiry:Ideas and evidence in science Investigation – planning, obtaining and presenting evidence,

considering evidence and evaluating.

List the process skills of enquiry.



WEEK 12 Student directed learning taskIn small groups (3-4 students) review your understanding of ONE Science Skill. Prepare a 5 minute Powerpoint presentation for the rest of the class as if you were a teacher addressing parents/carers in the Foundation Stage, Key Stage 1 or 2.How will you help parents to understand the importance of this skill?What type of activities might you suggest / illustrate to develop this skill?How can adults recognise this skill in use?What is the adult’s role in nurturing and enhancing this skill?Prepare an A4 handout for the class (this could be your Powerpoints with notes) – upload this & your PowerPoint onto the LN by the end of Week 11 ready to access in Week 12.

Introduction Sc1 Student SeminarGroup Task –

Week 12



Progression Sc1

Skill Development - not an exact and invariable sequence for all children – allow for personalised learning.

Formative assessment - seeing where children are, what progress they can make and identify roles in learning.

NoteSkills Progression Chart (Goldsworthy and Holmes 1999) in your reading pack as one source of reference.



Sc1 Gathering Evidence of achievement

“Before a teacher can have any chance of gaining access to children’s ideas and skills, it is necessary to establish a classroom climate in which children feel that it is ‘safe’ to express the ideas they have and in which these ideas are valued and taken seriously, not ridiculed…

An environment that lays the foundation for continued learning should not only accept, but also motivate, change in ideas and ways of thinking. Above all we need to create a desire to learn, to understand things around, and to make this enjoyable.” (Harlen and Qualter, 2009: 182)

DISCUSS



Ways of gaining access to children’s ideas and inquiry skills: Questioning- using open and person centred questions. Observing – focusing on significant indicators of

development. Asking for writing or drawings that communicate what

puipls think. Involving children in concept mapping. Initiating debate with concept cartoons. Eavesdropping and discussing words. Using technology to discuss specific activities with

children.(Harlen and Qualter, 2009:183)



Developmental Indicators of Skill Use (Harlen and Qualter, 2009:185-187)

Observing and using information sources

Questioning, predicting and planning.

Interpreting evidence and drawing conclusions.

Communicating and Reflecting.

Consider evidence in relation to ideas.

Sensitivity to living things and the environment.



The Process Circus - context

“By actively engaging in (activity stations) teachers begin to develop their own understanding of the process skills of inquiry-based science …and are better able to develop these …in the classroom.” (Harlen, The Exploratorium)Describe scientific processes in terms of “what one is doing when using process skills”Foster group discussion/dialogue – uncover and tease out ambiguities and differences of understanding.



The Process Circus - Activities

Work with a partner (in pairs)

Visit each of the 12 stations of activities – in any order

Carry out the activity described on the accompanying card.

Identify the main (one or two) process skill(s) being used (you may add a skill of your own).

Fill in the activity form – add any skill you have identified.



Station

Process Skill

1 2 3 4 5 6 7 8 9 10 11 12

Observing

Hypothesizing

Planning*

Interpreting

Communicating



Process Circus - Reflection

With another pair compare the skills identified.

Discussion with whole group – what differences / similarities have arisen? What extra skills have been identified? Are any skills missing?



TASK

Refer to EYFS and NC documents to revise and refresh your understanding:

For ONE skill:Trace the progression from Early Years to KS2. What are the expectations? How does the skill become more complex?Have you seen this skill used in investigative work in school?

Make a note in your file – familiarise yourself with the sequence of progression for each skill.



Attitudes

Scientific attitudes are central to learning through scientific enquiry – they apply to the work of scientists and to children’s learning.



InvolvementFostering and recognising involvement is central to planning challenging experiences for young children. It offers children a level of control over the learning process as they follow their own lines of enquiry and initiate investigations (Ofsted 2006).



Involvement Laevers (1995)

Behaviour signals, as indicators of involvement, include – concentration, energy, creativity, facial expression and posture, persistence, accuracy, reaction time, verbal utterances, satisfaction. Children’s involvement can thus graded on a scale of 1 to 5: 1 when a child displays ‘no involvement’ 5 signifies ‘intense involvement’.



Involvement: Laevers (1995)

‘In high levels of involvement a person is acting at the edge of his or her capabilities,’ p61. ‘It is dependent on very important characteristics such as: meaningfulness, total mobilisation of capabilities, a natural flow of energy, high level of satisfaction etc… (his ellipsis) This combination of motivational and mental factors is a good synthesis of what is generally seen as a perfect condition to provoke ‘deep level learning’, p70.

REFLECT & DISCUSS – for scientific enquiry.March 2012 Sem 2 Wk 7


Independent Study TaskRead Harlen and Qualter(2009) Chapters 14, 16

Make notes. What might you look for in school as evidence of children’s skill use?

Use this writing frame to complete an entry in your reflective journal.

Review your understanding of your own science skills.

Are there any that you find more difficult to use / observe in others?

What strategies have you to address any concerns?



BibliographyHarlen, W. and Qualter, A. (2009) The Teaching of Science in Primary Schools, 5th edition. London: FultonHarlen, W. (1998) Professional Development Tools for Inquiry-Based Science: The Process Circus: Developing the Process Skills of Inquiry-Based Science -. Available online at http://www.exploratorium.edu/ifi/activities/processcircus/circusfulltext.htmlOfsted (2006) Inspecting Outcomes for Children HMI2619 www.ofsted.gov.ukOliver, A. (2006) Creative Teaching science in the early years and primary classroom London: FultonPascal, C. and Bertram, T. (1997) Effective Early Learning: Case Studies in Improvement Bath: Bath PressLaevers. F. (1994) Defining and assessing quality in early childhood education. Studia Pedagogica, Leuven University Press.Laevers., F. (1995) An exploration of the concept of involvement as an Indicator for Quality in Early Childhood Care and Education. Scottish CCC.


http://www.exploratorium.edu/ifi/activities/processcircus/circusfulltext.html

http://www.ofsted.gov.uk/

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