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PGCE SciencePGCE Science

Types of EnquiryTypes of Enquiry

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The Process Circus - contextThe Process Circus - context ““By actively engaging in (12 activity stations) teachers By actively engaging in (12 activity stations) teachers

begin to develop their own understanding of the process begin to develop their own understanding of the process skills of enquiry-based science …and are better able to skills of enquiry-based science …and are better able to develop these …in the classroom.” (Harlen, The develop these …in the classroom.” (Harlen, The Exploratorium)Exploratorium)

Describe scientific processes in terms of “what one is Describe scientific processes in terms of “what one is doingdoing when when usingusing process skills” process skills”

Foster group discussion/dialogue – uncover and tease out Foster group discussion/dialogue – uncover and tease out ambiguities and differences of understanding.ambiguities and differences of understanding.

Harlen, W. (1998) Harlen, W. (1998) Professional Development Tools for Inquiry-Based Professional Development Tools for Inquiry-Based Science: The Process Circus: Developing the Process Skills of Science: The Process Circus: Developing the Process Skills of Inquiry-Based Science -. Inquiry-Based Science -. Available online atAvailable online at http://www.exploratorium.edu/ifi/activities/processcircus/cihttp://www.exploratorium.edu/ifi/activities/processcircus/circusfulltext.htmlrcusfulltext.html

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The Process Circus - ActivitiesThe Process Circus - Activities

Work in 2s or 3s.Work in 2s or 3s. Visit each of the 12 stations of activities – in any orderVisit each of the 12 stations of activities – in any order Carry out the activity described on the accompanying Carry out the activity described on the accompanying

card.card. Identify the Identify the main (one or two)main (one or two) process skill(s) being used process skill(s) being used

(you may identify more).(you may identify more). Fill in the activity form – add to the list if you wish.Fill in the activity form – add to the list if you wish. Which of these activities could be used to do fair testing Which of these activities could be used to do fair testing

and which would lead to other types of investigations?and which would lead to other types of investigations?

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Station Station

Pro

cess S

kill

Pro

cess S

kill

11 22 33 44 55 66 77 88 99 1010 1111 1212

ObservingObserving

HypothesizingHypothesizing

Planning*Planning*

InterpretingInterpreting

CommunicatinCommunicatingg

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Process Circus - ReflectionProcess Circus - Reflection

DiscussionDiscussion– – what differences / similarities have arisen? what differences / similarities have arisen?

- what extra skills have been identified?- what extra skills have been identified?

Refer to EYFS and NC documents to revise and refresh Refer to EYFS and NC documents to revise and refresh your understanding of skill progression:your understanding of skill progression:For EACH skill:For EACH skill: Trace the progression from Early Years to KS2. What are Trace the progression from Early Years to KS2. What are

the expectations? How does the skill become more the expectations? How does the skill become more complex?complex?

On SE, observe children using skills in practical work.On SE, observe children using skills in practical work.

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Teachers’ QuestionsTeachers’ Questions

Discuss Discuss Harlen and Qualter (2009) Chapter 12 Harlen and Qualter (2009) Chapter 12 TeachersTeachers’’ and Children and Children’’s s QuestionsQuestions

What is the difference between What is the difference between ‘‘productiveproductive’’ and and ‘‘unproductiveunproductive’’ questions? questions?

What types of productive question are there and what is the What types of productive question are there and what is the purpose of each in encouraging childrenpurpose of each in encouraging children’’s scientific enquiry? s scientific enquiry?

What reasons do Harlen & Qualter (2009) give for the use of open What reasons do Harlen & Qualter (2009) give for the use of open person-centred questions rather than closed subject centred person-centred questions rather than closed subject centred questions?questions?

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Teachers’ questions - summary of types Teachers’ questions - summary of types (Harlen and Qualter 2009)(Harlen and Qualter 2009)

Attention focusingAttention focusingMeasuring and countingMeasuring and countingComparisonComparisonActionActionProblem –posingProblem –posing

These are called These are called PRODUCTIVE questionsPRODUCTIVE questions because because they stimulate productive activity.they stimulate productive activity.

In the context of electricity, we will practise using In the context of electricity, we will practise using productive questions from each of Harlenproductive questions from each of Harlen’’s categories to s categories to stimulate elicitation & enquiry.stimulate elicitation & enquiry.

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Writing and trialling Writing and trialling productive questionsproductive questions

In pairs, write a set of productive questions from In pairs, write a set of productive questions from each of Harleneach of Harlen’’s categories to stimulate s categories to stimulate investigation of investigation of ……

Try out your questions on another pair. You will be Try out your questions on another pair. You will be the the ‘‘teacherteacher’’ asking the questions and they the asking the questions and they the ‘‘pupilspupils’’. .

Swap roles so that the other pair can try out their Swap roles so that the other pair can try out their questions also. questions also.

Compare your Compare your ‘‘pupilpupil’’ responses with what you responses with what you expected. How were they the same, different?expected. How were they the same, different?

Record and be prepared to feedback your Record and be prepared to feedback your findings. findings.

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Feedback - Feedback - Writing and trialling productive questionsWriting and trialling productive questions

DiscussionDiscussion How were your 'pupil's ' responses the same / different How were your 'pupil's ' responses the same / different

to what you expected.? How might you explain this? to what you expected.? How might you explain this? What is the purpose of different types of questions in What is the purpose of different types of questions in

encouraging scientific enquiry?encouraging scientific enquiry? What are the implications from this activity for your What are the implications from this activity for your

planning in school?planning in school?

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Children’s responses to teachers’ Children’s responses to teachers’ questionsquestions

You can improve children’s responses by using the You can improve children’s responses by using the following strategies:following strategies:

a)a) Pause, allow the children time to think.Pause, allow the children time to think.

b)b) Prompt, to help them start their answer.Prompt, to help them start their answer.

c)c) Redirect, clarify or refocus, to make your Redirect, clarify or refocus, to make your question clear.question clear.

d)d) Reflect on their answer to give them a chance to Reflect on their answer to give them a chance to extend it.extend it.

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Effective teachers’ questions in scienceEffective teachers’ questions in science

Employ a range of question forms.Employ a range of question forms.

Link the question to a scientific outcomeLink the question to a scientific outcome

Scientific learning outcome + question type = Scientific learning outcome + question type = effective questioneffective question

Offer questions and invite children to ask a range Offer questions and invite children to ask a range of questions in a variety of scientific contextsof questions in a variety of scientific contexts

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Outcomes of teacher questioning in Outcomes of teacher questioning in sciencescience

Effective questions can:Effective questions can:• Direct children to worthwhile activitiesDirect children to worthwhile activities• Cause children to reason, predict, hypothesiseCause children to reason, predict, hypothesise• Uncover how children view a situationUncover how children view a situation• Indicate the level at which children are operatingIndicate the level at which children are operating• Disclose their understanding or Disclose their understanding or

misunderstandingmisunderstanding• Enable children to express ideasEnable children to express ideas• Expose children’s feelings about an ideaExpose children’s feelings about an idea

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PGCE SciencePGCE Science

ElectricityElectricity

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Electricity - elicitationElectricity - elicitation

‘‘Draw a picture of what might be happening inside a Draw a picture of what might be happening inside a conducting wire’conducting wire’Do this individually, then swap with someone.Do this individually, then swap with someone.What does the drawing show you about the drawers What does the drawing show you about the drawers understanding of electricity?understanding of electricity?In what ways is this different from your own?In what ways is this different from your own?Devise one or two questions you can ask the other person Devise one or two questions you can ask the other person to elicit further ideas that will help you to understand better to elicit further ideas that will help you to understand better their level of knowledge.their level of knowledge.Ask the questions.Ask the questions.

Kibble, B. (1999) How do you picture electricity? Kibble, B. (1999) How do you picture electricity? Physics Physics Education, 34 (4), pp.226-229Education, 34 (4), pp.226-229

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Electricity – NC KS1 KS2/EYElectricity – NC KS1 KS2/EY

Safety! Ref. Be Safe and Hampshire GuidelinesSafety! Ref. Be Safe and Hampshire Guidelines Uses of electricity in everyday lifeUses of electricity in everyday life Electrical circuits and their componentsElectrical circuits and their components Conductors and InsulatorsConductors and Insulators Use of switches to make components workUse of switches to make components work Investigation simple circuitsInvestigation simple circuits Use of symbols/diagrams to represent circuitsUse of symbols/diagrams to represent circuits Also look at the requirements of KS3 Sc4 to provide Also look at the requirements of KS3 Sc4 to provide

extension work extension work

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ElectricityElectricity- Developing complexity- Developing complexity

Trace the progression of ideas about electricity Trace the progression of ideas about electricity Key Stages 1-3 Key Stages 1-3

Note target vocabulary levels 1-5.Note target vocabulary levels 1-5.

‘‘Progression implies progress, and progress Progression implies progress, and progress suggests a journey. Conceptual progress might be suggests a journey. Conceptual progress might be considered to be a journey through a landscape of considered to be a journey through a landscape of developing ideas and it is a journey travelled by developing ideas and it is a journey travelled by learners. It is, of course, a lifelong journey’ learners. It is, of course, a lifelong journey’ (Kibble 2006: 198).(Kibble 2006: 198).

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Electricity – Electricity – conceptual progressionconceptual progression

‘‘Progression isn’t about simply learning more and Progression isn’t about simply learning more and more things. It is more about revising ideas in more things. It is more about revising ideas in more depth, in extending the range of contexts in more depth, in extending the range of contexts in which ideas exist and about an increasing which ideas exist and about an increasing complexity both in the nature of concepts and also complexity both in the nature of concepts and also in the language used to describe them. Perhaps in the language used to describe them. Perhaps most significantly it is about articulating changes in most significantly it is about articulating changes in one’s thinking’ (Kibble 2006: 199).one’s thinking’ (Kibble 2006: 199).

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Electricity- examples of children’s Electricity- examples of children’s workwork

Explore the written examples taken from the Explore the written examples taken from the Nuffield SPACE project. Assess where the Nuffield SPACE project. Assess where the children are at using the NC Levels as well children are at using the NC Levels as well as the attainment targets. What questions as the attainment targets. What questions would you ask to help to move them on?would you ask to help to move them on?

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Electricity – Electricity – examples of children’s ideasexamples of children’s ideas

-there is more current in the wire leading up to the -there is more current in the wire leading up to the bulb than afterbulb than after

-the flow is the same from both ends of the battery -the flow is the same from both ends of the battery and clashes at the bulband clashes at the bulb

-there is only flow in the supply wire, the other one -there is only flow in the supply wire, the other one is unnecessaryis unnecessary

(Osborne and Freyberg 1985)(Osborne and Freyberg 1985)

How might you handle each of these ideas?How might you handle each of these ideas?

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PRACTICAL PRACTICAL electricityelectricity – – Illustrative / Investigative ApproachesIllustrative / Investigative Approaches

In small groups carry out two practical tasks, one using the In small groups carry out two practical tasks, one using the illustrative approachillustrative approach and the other the and the other the investigative investigative approachapproach. .

For each activity note the decisions For each activity note the decisions you had to make and the Sc1 skills used.you had to make and the Sc1 skills used.

Compare and contrast the two approaches and discuss Compare and contrast the two approaches and discuss how each could be used in the primary classroom. how each could be used in the primary classroom. Advantages? Disadvantages?Advantages? Disadvantages?

Prepare group feed back.Prepare group feed back.

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Illustrative - SUMMARYIllustrative - SUMMARY– Involves direction by the teacher/workcard at every Involves direction by the teacher/workcard at every

stagestage– Directs or leads pupils to what is to be observedDirects or leads pupils to what is to be observed– Tells the pupils what to do and how to do itTells the pupils what to do and how to do it– Tells the pupils what equipment and measuring Tells the pupils what equipment and measuring

instruments to useinstruments to use– Prescribes methods of recording and communicationPrescribes methods of recording and communication– Specifies one route to the solutionSpecifies one route to the solution– Involves all pupils arriving at the same conclusion which Involves all pupils arriving at the same conclusion which

illustrates the idea or concept under studyillustrates the idea or concept under study

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Investigative - SUMMARYInvestigative - SUMMARY– Allows pupils to make their own observationsAllows pupils to make their own observations– Encourages pupils to make ‘I think because…’ Encourages pupils to make ‘I think because…’

statements which they can teststatements which they can test– Allows pupils to plan for themselves how the Allows pupils to plan for themselves how the

investigation is to proceedinvestigation is to proceed– Allows pupils to work independently and make decisions Allows pupils to work independently and make decisions

what to change, what to measure or judge and what to what to change, what to measure or judge and what to keep the samekeep the same

– Allows pupils to select the most appropriate instruments Allows pupils to select the most appropriate instruments and apparatus for an activityand apparatus for an activity

– Gives pupils the opportunity to decide which is the most Gives pupils the opportunity to decide which is the most appropriate means of recording and displayappropriate means of recording and display

– Allows pupils to place their own interpretation on dataAllows pupils to place their own interpretation on data– Allows a variety of routes to a solutionAllows a variety of routes to a solution– Encourages further questions for investigationEncourages further questions for investigation

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Progression in understanding circuitsProgression in understanding circuitsIllustrative approachIllustrative approach

Work in pairsWork in pairs

Collect the electricity sheet and predict which of these Collect the electricity sheet and predict which of these will make the bulb light up.will make the bulb light up.

Collect some wires, a bulb , a battery and a magnifier. Collect some wires, a bulb , a battery and a magnifier. Explore your equipment and use it to test your Explore your equipment and use it to test your predictions. Explain your results to each other . What predictions. Explain your results to each other . What further questions do you need to ask to explore your further questions do you need to ask to explore your understanding.understanding.

You may need to use wire cutters and strippers to bare You may need to use wire cutters and strippers to bare the end of the wires- take care.the end of the wires- take care.

Investigative ApproachInvestigative Approach

Investigate which materials are conductors/ insulators. Investigate which materials are conductors/ insulators. Now using your knowledge of conductors, insulators Now using your knowledge of conductors, insulators and circuits make a battery holder, a bulb holder and and circuits make a battery holder, a bulb holder and switch using card, foil and paperclipsswitch using card, foil and paperclips . . Make a circuit Make a circuit with your components. Try it with the buzzer and with your components. Try it with the buzzer and spinner. spinner.

Explore the electricity resources. Investigate switches Explore the electricity resources. Investigate switches further. Can you organise the switches in your circuit so further. Can you organise the switches in your circuit so that the spinner and light work separately? that the spinner and light work separately?

What questions might you ask children to explore their What questions might you ask children to explore their understanding?understanding?

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Science Science 2424

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Electricity in ActionElectricity in Action

http://www.tes.co.uk/teaching-resource/Electricity-Lesson-Review-6082870/

Note how the teacher is reflecting on her own Note how the teacher is reflecting on her own practicepractice

How did she use elicitation to start the lesson?How did she use elicitation to start the lesson? How did she move the children on? What How did she move the children on? What

questions did she ask?questions did she ask? http://www.learningcircuits.co.uk

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Investigations and challengesInvestigations and challenges

Use the concept cartoons to elicit the ideas you Use the concept cartoons to elicit the ideas you might want to explore. Develop this into an might want to explore. Develop this into an investigationinvestigation

KS1 Read the Lighthouse Keepers Lunch. Could KS1 Read the Lighthouse Keepers Lunch. Could you design and make a lighthouse which works?you design and make a lighthouse which works?

KS2 Using your knowledge of electricity make a KS2 Using your knowledge of electricity make a question and answer game.question and answer game.

Make a steady hand game which buzzes when Make a steady hand game which buzzes when you touch the wire.you touch the wire.

Directed TasksDirected Tasks

Complete the UCLES Audit on the LN. Complete the UCLES Audit on the LN. Follow the guidelines on the help sheet and Follow the guidelines on the help sheet and remember to print off your summary results.remember to print off your summary results.

Use the Confidence Audit and UCLES Audit Use the Confidence Audit and UCLES Audit to set yourself targets in science. You may to set yourself targets in science. You may be able to address some of these on SE.be able to address some of these on SE.

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BibliographyBibliography

Kibble, R. (2006) in Harlen (ed.) Kibble, R. (2006) in Harlen (ed.) ASE Guide to ASE Guide to Primary Science EducationPrimary Science Education Hatfield: ASE Hatfield: ASE

Kibble, R. (1999) How do you picture electricity? Kibble, R. (1999) How do you picture electricity? Physics Education 34 (4) pp.226-229Physics Education 34 (4) pp.226-229

Nuffield Primary ScienceNuffield Primary Science (1993) In-Service Pack, (1993) In-Service Pack, London: Collins London: Collins

http://www.crocodile-clips.com/index.htm http://www.crocodile-clips.com/index.htm for for free softwarefree software

http://amasci.com/miscon/energ1.html http://amasci.com/miscon/energ1.html for for article electricity and energyarticle electricity and energy

ReadingsReadings

Reading Pack: Note Ward et al. which talks Reading Pack: Note Ward et al. which talks about progression in science enquiryabout progression in science enquiry

Read: Harlen and Qualter Ed.5 Ch.7 and Read: Harlen and Qualter Ed.5 Ch.7 and Ch.10Ch.10

Summarise in your own words, the link Summarise in your own words, the link between process skills and conceptual between process skills and conceptual development.development.

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