Mastering Primary Science (mastering Primary Teaching)

Mastering Primary Science introduces the primary science curriculum and helps trainees and teachers learn how to plan and teach inspiring lessons that make science learning irresistible. Topics covered include: · Current developments in primary science · Science as an irresistible activity · Science as a practical activity · Skills to develop in science · Promoting curiosity · Assessing children in science · Practical issues This guide includes examples of children's work, case studies, readings to reflect upon and reflective questions that all help to exemplify what is considered to be best and most innovative practice. The book draws on the experience of two leading professionals in primary science, Amanda McCrory and Kenna Worthington, to provide the essential guide to teaching science for all trainee and qualified primary teachers. Title Page 4 Copyright Page 5 Contents 6 List of Figures 7 Series Editors' Foreword 9 How to Use This Book 12 Introduction 14 Chapter 1: An Introduction to Primary Science 16 Chapter objectives 16 Introduction 16 What is primary science? 17 Let us turn initially to the first question: What is science? 17 Science is a never-ending journey of discovery by the curious and amassing of knowledge about the world – it is a collaborative endeavour! 20 Science has changed our lives and is vital for future economic growth! 23 Science connects us, globally! 25 Scientific literacy – the ability to be scientifically literate is more pertinent than ever! 26 Now let us turn to the second question, does your understanding of the nature of science differ to your understanding of primary science – what does primary science teaching look like to you? 27 Therefore, what does it mean to be scientific in the primary classroom? 27 Working scientifically in key stage 1 29 Working scientifically in lower key stage 2 31 Working scientifically in upper key stage 2 33 How can the teaching of science in the primary school contribute to a child’s whole education? 35 Science and developing resilience – why taking risks and making mistakes is crucial when learning! 35 Motivation to learn and high expectations for all! 37 Summary 38 Recommended reading 39 Chapter 2: Current Developments in Primary Science 40 Chapter objectives 40 Introduction 40 What is the current state of primary science? 42 Recent findings regarding the teaching of science in primary schools – provision for science education in primary schools; status 44 Good intentions? 44 Therefore, what is on the horizon? 45 Children’s attitudes to science 46 Teachers’ attitudes to teaching science 47 What are primary schools doing well when teaching science and what can schools do to combat the issues highlighted? 49 Assessment 54 Summary 55 Recommended reading 56 Chapter 3: Science as an Irresistible Activity 58 Chapter Objectives 58 Introduction 58 What is creativity in primary science teaching? 59 How does creativity help to make science irresistible? 62 Why should science be an irresistible activity? 64 What does science look like as an irresistible activity? 65 How can teachers make primary science irresistible? 66 Summary 69 Recommended reading 69 Chapter 4: Science as a Practical Activity 70 Chapter objectives 70 Introduction 70 What is enquiry learning in science? 71 What exactly do we mean by scientific enquiry? 72 Why is learning through enquiry important? 73 What skills do children need to develop in order to engage in scientific enquiry? 76 What does progress in scientific enquiry and using the process skills look like? 77 How can using process skills develop children’s autonomy? 81 How does talk develop science enquiry skills and concepts? 82 Summary 84 Recommended reading 84 Chapter 5: Skills to Develop in Science 86 Chapter objectives 86 Introduction 86 Curious children and how science provokes questions from children which can challenge us as teachers 87 What are socioscientific issues? 88 Why use socioscientific issues as a pedagogy to teach primary science? 90 Scientific literacy, argument and enquiry skills 92 Socioscientific issues and the primary science National Curriculum 93 Teaching socioscientific issues – what do teachers need to consider? 95 Possible challenges teachers need to consider when using this pedagogy 97 Scientific misconceptions/children’s alternative ideas – teaching about inheritance and evolution 98 The Theory of Evolution is a widely supported and overwhelming accepted scientific theory in the scientific community, what evidence exists to support it and what evidence is suitable to use with primary-aged children? 99 Challenges in teaching inheritance and the Theory of Evolution – is this a controversial subject? 104 Scientific misconceptions and evolution: 107 Provision for relationships and sex education 108 Teaching RSE in primary schools – what teachers need to know now! 110 Summary 113 Recommended reading 114 Chapter 6: Children’s Ideas – Promoting Curiosity 116 Chapter objectives 116 Introduction 116 What is curiosity in primary science? 117 Why should children be curious? 119 How can teachers promote children’s curiosity? 120 Consider some of these ways of promoting curiosity in children 120 How can children’s curiosity be used to move children to more scientific ideas? 126 Summary 128 Recommended reading 128 Chapter 7: Assessing Children in Science 130 Chapter objectives 130 Introduction 130 Assessment in science – the ultimate challenge for the novice teacher 131 Recent changes to assessment in primary schools 132 What is assessment in primary science? 132 Types of assessment in the primary science classroom 133 Formative assessment and/or assessment for learning? 134 What does this include when assessing science learning? 134 Next-step marking – enabling learning and progress via effective feedback where appropriate 137 What is the point of feedback? 137 What is effective feedback? 138 Next-step marking 139 How is formative assessment/AfL recorded (monitoring over time)? 142 How is summative assessment recorded (monitoring over time)? 142 How much evidence is needed? 143 Assessing working scientifically and process skills 143 Planning for the development of enquiry skills 145 Observation 146 Through discussion 147 By looking at completed tasks 148 Reporting to parents 149 A final point – The TAPS project, Bath SPA University 151 Summary 151 Recommended reading 152 Chapter 8: Practical Issues 154 Chapter objectives 154 Introduction 154 What is important to consider when planning primary science? 155 What should I do about the lack of equipment in my school? 160 How can I effectively deploy staff in primary science? 165 How can inclusion be promoted in science? 166 ‘Gifted and Talented’, ‘High Attainers’ or the ‘More Able’? 169 Definitions? 170 Therefore, how do schools now define the ‘More Able’ and how does this relate to provision in science? 171 What can you do to provide for the more able in science lessons? 173 Principles in provision for the ‘More Able’ in science should include: 173 Enquiry and the ‘More Able’: 174 Summary 174 Recommended reading 175 Bibliography 176 Index 183