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What is science?What is science?
The word science comes from the Latin The word science comes from the Latin Scientia meaning ‘knowledge’Scientia meaning ‘knowledge’
Literally, science is about knowing about the Literally, science is about knowing about the worldworld
Primary SciencePrimary Science
An intellectual, practical, creative and social An intellectual, practical, creative and social endeavour which seeks to help children better endeavour which seeks to help children better understand the world in which they liveunderstand the world in which they live
Involves them in thinking and working in Involves them in thinking and working in particular ways in the pursuit of reliable particular ways in the pursuit of reliable knowledge knowledge
(Sharp et al, 2002)(Sharp et al, 2002)
The Nature of ScienceThe Nature of Science
Science and primary science may mean Science and primary science may mean different things to different people.different things to different people.
What is What is youryour view of the nature of view of the nature of science?science?
No One Correct View!No One Correct View!
However, a mature However, a mature understanding of the nature of understanding of the nature of
science recognises the tentative science recognises the tentative nature of some scientific nature of some scientific
knowledgeknowledge
A broad consensus on some aspects:-A broad consensus on some aspects:-
Scientific enquiry involves the collection of Scientific enquiry involves the collection of data (evidence) to test/lead to explanationsdata (evidence) to test/lead to explanations
Scientific explanations are based on Scientific explanations are based on generalisations (laws) and theoretical models generalisations (laws) and theoretical models (theories)(theories)
A broad consensus:-A broad consensus:-
Proposing a law or theory always involves an Proposing a law or theory always involves an element of uncertainty (i.e. they are inevitably element of uncertainty (i.e. they are inevitably conjectural)conjectural)
Choices between theories are based on criteria Choices between theories are based on criteria such as accuracy of prediction, consistency, such as accuracy of prediction, consistency, coherence, breath of scope etc. Judgement, coherence, breath of scope etc. Judgement, however, is involved in deciding how these however, is involved in deciding how these apply to any given case.apply to any given case.
Science in the National CurriculumScience in the National Curriculum
2 Key stages in Primary2 Key stages in Primary KS1 Y1&2KS1 Y1&2 KS2 Y3-6KS2 Y3-6
4 Attainment Targets4 Attainment Targets Sc1: Scientific EnquirySc1: Scientific Enquiry Sc2: Life processes & living thingsSc2: Life processes & living things Sc3: Materials and their propertiesSc3: Materials and their properties Sc4: Physical processesSc4: Physical processes
Ideas and Evidence
Importance of collecting evidence, linking cause & effect, creative thinking.
Investigative skills
Planning (P)
ask questions, decide how to find answers, predict, fair test.
Obtaining & Presenting evidence (O)
Control risks, explore, observe, measure, check, repeat, communicate.
Considering Evidence & Evaluating (C & E)
Comparing, patterns, conclusions, explain, review.
SC1 Scientific EnquirySC1 Scientific Enquiry
Investigative skills:Investigative skills:Not just a fair test!Not just a fair test!
Pattern SeekingPattern SeekingObserving & recording natural phenomena, carry out surveys the seeking patternsObserving & recording natural phenomena, carry out surveys the seeking patterns
Classifying & IdentifyingClassifying & IdentifyingArranging objects into sets, recognising objects as members of setsArranging objects into sets, recognising objects as members of sets
ExploringExploringMaking careful observations, or a series of observationsMaking careful observations, or a series of observations
Making ThingsMaking Things Designing, testing, adapting an artefact or systemDesigning, testing, adapting an artefact or system
Fair testFair testExploring relationships between variablesExploring relationships between variables
How can we find answers?How can we find answers?
Pupils come up with many questions.Pupils come up with many questions.
Can they recognise how to find the answers?Can they recognise how to find the answers?
Sort the questions on water or woodlice into the Sort the questions on water or woodlice into the correct type of enquiry.correct type of enquiry.
Deciding on an approachDeciding on an approach
Scientific Enquiry GamesScientific Enquiry Games
‘‘Planning Posers’Planning Posers’
The Fair TestThe Fair Test
Children should be able to say whether a test is Children should be able to say whether a test is fair or not.fair or not.
To do this they need to be able to identify To do this they need to be able to identify variables (what can vary).variables (what can vary).
Junior Investigation
Our stimulus Having ideas! Developing a question.Aspects we could change
To collect our results we could measure or observe..
Our Question:
How does .. affect ..
(what I changed)(what I measured/observed)
My prediction:When I change … what will happen is..____________________________________________________________________________________________________________________________________________________________________________________________________________
I am going to make it a fair test by…_________________________________________________________________________________________________________________________________________________________________________________________________________ Finding Patterns in
Results
When I changed
what happened was.._________________________________________________________________________________________________________________________________________________________________________________________________________
I think this happened because …_________________________________________________________________________________________________________________________________________________________________________________________________________
To improve the investigation I would .._________________________________________________________________________________________________________________________________________________________________________________________________________
VariablesVariables
What could be changed?What could be changed?
What would you measure/observe to judge the What would you measure/observe to judge the effect?effect?
What would you need to keep the same for a What would you need to keep the same for a fair test?fair test?
Observing, Recording, PresentingObserving, Recording, Presenting
Obtain your results Obtain your results
Present your results in an appropriate Present your results in an appropriate way (or ways)way (or ways)
Analysing and evaluatingAnalysing and evaluating
What pattern did you notice in your results?What pattern did you notice in your results?
Why do you think you got this pattern?Why do you think you got this pattern?
Can you be sure of your results? Why?Can you be sure of your results? Why?
What improvements would you make if you What improvements would you make if you did it again?did it again?
Progression in Scientific EnquiryProgression in Scientific Enquiry
How do pupils move up through the levels?How do pupils move up through the levels?
Level 1
Level 2
Level 3
Level 4
Level 5
Levels Ladder
Simple observations
Comparisons
… because …
Recall & scientific Vocabulary
Content & models ( eg energy, forces)