Investigating the effect of Scientific Enquiry on pupils’ interest in primary Science

Sophie Franklin

Background

Undergraduate Ambassadors Scheme

St Peter and Paul RC Primary School, Redland, Bristol

Mixed school with 204 pupils

Year 6 class has 29 pupils

Project Overview The effect of Scientific Enquiry (experiments and

investigations) on pupils’ interest and enthusiasm for science lessons.

Focussing on Key Stage 2 in particular.

Research needed to be done on: The National Curriculum, and Key Stage 2 Science Previous work conducted on the topic.

The ‘Theory of Learning’ was also studied to ensure lessons given were effective.

The Education System in England

Late 1980s the standard of education was falling, and this prompted a reform.

Education Reform Act 1988 which created a private

market for education in England.

This move of decentralisation was counteracted by the introduction of the National Curriculum.

Introducing the National Curriculum Prescribes the content of what must be taught and

attainments for learning.

2 main aims: To provide opportunities for all pupils to learn and to

achieve. To promote pupils' spiritual, moral, social and cultural

development and prepare all pupils for the opportunities, responsibilities and experiences of life

Divided into 4 Key Stages.

Key Stage 2: school years 3-6, ages 7-11.

Science 2000 Four versions of the Science curriculum since the

introduction of the National Curriculum.

Science 2000 is the first version to focus on the importance of Scientific Enquiry.

At Key Stage 2 this was in the form of the inclusion of a new strand, Sc1: Scientific Enquiry.

Government considers primary Science to be a success, results in SATs are consistently higher than English and Maths.

However is this at the cost of the pupils’ enjoyment?

http://www.parliament.uk/post/pn202.pdf

Initial Hypothesis

“Undertaking a greater amount of Scientific Enquiry in Key Stage 2 science lessons would increase

pupils’ interest in science and their enthusiasm for the subject.”

Research into the effect of Scientific Enquiry on enthusiasm…

The QCA has carried out research into what inspires learners, they found:

‘they actively use their learning and get creative’.

Ofsted report into primary school science in 2005 found that pupils,

“show an enthusiasm for science that is driven by their enquiring minds and the confidence they gain in carrying

out investigations”

Methodology

The hypothesis was tested by undertaking a series of practical experiments in school, and finding the effect they had on pupils’ interest in science.

12 experiments were conducted over a period of 3 school terms, approximately 18 weeks.

Questionnaire was administered to pupils to after the experiments.

The Experiments

Majority were related to the National Curriculum.

Four Year 6 units were covered during my time at school:

Unit 6B: Micro-organisms Unit 6C: More about Dissolving Unit 6D: Reversible and Irreversible Changes Unit 6E: Forces in Action

Undertake the experiments in groups.

Unit 6B: Micro-Organisms Grow your own Mould!!

Set as a homework. Opportunity to run their own investigation. Report results however they decided was appropriate.

Investigation to determine the preferred conditions for yeast. Group work. Prepare for bread-making the next day.

Baking Bread! 2 types of bread to highlight importance of yeast in bread-making.

Unit 6C: More about Dissolving

Investigation into the rate of dissolving on the temperature of water.

Use previous knowledge and apply it to new situations.

Work in groups of 4.

Unit 6D: Reversible and Irreversible Changes Irreversible Changes Demonstration

Conducted by Mrs Brogan and myself.

Making Fairy Cakes Opportunity to include food

technology. Work in small groups.

Smart Materials Memory wires and springs. Thermocolour sheet.

Unit 6E: Forces in Action Magnetism

Opportunity to play with the school’s bar magnets as well as the ceramic donut magnets I brought it from University.

Forces in Water Measuring the weights of

objects in and out of water. Introducing the distinction

between weight and mass.

Just for fun…

At Christmas we made Borax snowflakes.

Design their own. Choose a colour. Decorated the hall for the

school Christmas dinner.

Continued.. I also did the decomposition of hydrogen peroxide

demonstration. Pupils loved watching the explosion!

Finished afternoon (and term) with glow sticks.

What was the result of these experiments?

Did they enthuse the pupils and stimulate an interest in Science?

Questionnaire was administered to the pupils.

Designed to be simple, short and concise.

The Experiment It increased my interest in Science a lot

It increased my interest in Science a little bit

It did not increase my interest in Science

I did not do the experiment.

Dissolving Sweeteners

Burning demonstration by Mrs Brogan

Making Fairy Cakes

Borax Snowflakes

Glow-sticks

Oxygen demonstration by Miss Franklin

Smart Wires

Thermocolour Paper

Grow your own Mould

Yeast Experiments

Making Bread

Magnetism

Micro-organisms experiment by School Nurse

Experiments in Mrs Wild’s room

Forces in Water

Results

85.2% of pupils enjoy Science in Year 6.

For the majority of pupils practical work is the best part of a Science lesson.

What is your favourite part of a Science lesson?

Results contd.

52.6% of these said the experiments increased their interest in Science a lot.

Most successful experiments include making bread, fairy cakes and borax snowflakes as well as the two demonstrations.

Experiments such as forces in water, magnetism and dissolving sweeteners are less popular.

A graph to show the success of the experiments on increasing pupils' interest in Science

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%

Experiment

Per

cen

tage

of

Pu

pil

s

Did not increase interest in Science

Increased interest in Science a little

Increased interest in Science a lot

Conclusion Practical work does stimulate enthusiasm in Science.

Experiments that are not directly linked to the National Curriculum provide opportunities for pupils to enjoy their investigative work.

Could be the solution to the decline of interest in Science for upper primary school children.

Necessary to overcome the barriers to practical work to ensure Scientific Enquiry is undertaken regularly in Key Stage 2 Science lessons.

Further Work

Extend the investigation to consider other age groups.

Next step is extend the investigation, and determine the effect of practical work on pupils’ attainment at Key Stage 2.

Thank you to: Tim Harrison Dr David Smith Corinne Brogan

Any Questions?

Finally