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Science in the Primary School

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Tichriemfi Papriquirob

on 6 January 2014

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Transcript of Science in the Primary School

Science in the Primary School
1QTSS1
Tillie Parkman, Christopher Prior,
Emily Quinn and Fiona Robertson
Science
in the Primary School Curriculum
The importance of
The importance of
working scientifically
Science is magic!
Children's
misconceptions
in science
How science
and working scientifically
can be woven throughout
The entire school curriculum
What does working scientifically actually mean?
How is it important for learning?
Scientific enquiry!
And

even

later

life?
What is a misconception?
How do they arise?
Children are constantly observing the world around them and making their own ideas of how it all works.
They fit these ideas
into constructs.
ivism
An idea or explanation
of science that is
incorrect.
Misconceptions
arise when...
Children form
constructs with
incorrect ideas
Magic!!
Ideas are introduced
that are completely
foreign to them.
Can a misconception be corrected?
Yes!
But it can be met with resistance!
The first step is to establish
the misconceptions!
There are a number of ways to do this...
Seeking Knowledge!
Theory
Evidence
Evidence doesn't support theory?
Once you have discovered the misconception, it needs to be corrected.
What is this
lunatic saying?
Incorrect
"Light pokes you in the eye,
or I will!"
They had to move the
mirror to 'see' an object
Year 1
What is a material?
"Something that is used to make clothes and buildings."
It is something made from matter.
Year 2
Why do we have to eat food?
"To give us energy."
Different types of food are needed for a whole
variety of reasons!
Year 3
How do seeds germinate?
"They need light."
Seeds don't need light to 'germinate' - they're under the soil when that happens!
Year 4
Can sound be stopped?
"Sound can't travel
through obstacles."
Yes it can!
Year 5
Why do we have night and day?
"The Sun moves around the Earth."
The Earth moves
around the Sun.
Year 6
Why do giraffes have long necks?
"Because their ancestors' necks
got longer as they stretched to
reach leaves high in the trees."
Their necks were already long, they were just better suited to survive than giraffes with short necks so passed this on to the next generation.
References
Knowledge!
How it fits into our curriculum.
Experience vs Experimentation
Learning

in

other

subjects
Our observations are often flawed or incomplete!
Humans are hardwired to learn via experience.
Cross Curricular Skills
Communication
Group Work
Investigation
Problem Solving
Thematic or
Seperate Subjects?

Science and...
Geography
Computing
Maths
Links
Relevance
Context
Mixed Ages
Tenuous?
Tokenistic?
Generally, one of the core subjects in a school's curriculum
A key area in which a child's knowledge is developed
It involves a vast number of topics
Technological influences?
So why is it important??
Primarily knowledge-based
Exploration of the individual's mind
Acquiring skills
Transferability

ALL aspects have relative importance.

Defining 'science';

The intellectual and practical activity encompassing the systematic study of the structure and behaviour of the physical and natural world through observations and experiments.
Allen, M. (2010)
Misconceptions in Primary Science
. Berkshire, Open University Press.

Clegg, B. (2007)
Getting Science: the teacher's guide to exciting and painless primary school science.
Oxon, Routledge.

Dunne, M. (2012)
Primary Science; A Guide to Teaching Practice.
London, Sage.

Harlen, W. and Qualter, A. (2009)
The Teaching of Science in Primary Schools
, 5th ed. Oxon, Routledge.

Hollins, M, and Whitby, V. (2001)
Progression in Primary Science
, 2nd ed. David Fulton Publishers Ltd, London.

Kuhn, D. (2010) What is Scientific Thinking and How Does it Develop? In: U. Goswami, ed.
Handbook of Childhood Cognitive Development,
2nd ed. Hoboken, Wiley-Blackwell.

The Department of Education (2013)
The national curriculum in England
. London, Department for Education.

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