University of Winchester Core 2 Science1 Core Year 2 Materials

University of Winchester Core 2 University of Winchester Core 2 Science Science 11

Core Year 2Core Year 2MaterialsMaterials


Constructivist model Constructivist model Scott, P. (1987) Scott, P. (1987) A Constructivist A Constructivist

View Of Teaching And LearningView Of Teaching And Learning. Leeds: University Press. Leeds: University Press..

Orientation

Elicitation

Restructuring, modification and extension of ideas

Application of ideas

Review and evaluation of ideas


ConstructivismConstructivism

Orientation

Arousing children’s interest and curiosity

Setting the scene

Relating to a real life context



Elicitation/Structuring

Helping children to find out and clarify what they think

Making ideas explicit to themselves, peers, teachers.



Intervention/Restructuring

Encouraging children to test their ideas: to extend, develop or replace them

‘Making sense’ of ideas



Application

Evaluation continuesUsing new ideas in familiar and new

contextsHelping children to relate what they have

learned to their everyday lives



Review

Helping children to recognise the significance of what they have found out, how they have changed their thinking


Constructivism - summaryConstructivism - summary

Children have strongly held ideas Learning involves the active construction of new

meaning Children may appear to understand new ideas

presented to them, but not believe them Shared meanings, reinforced by social interaction,

are difficult to change. Constructivism has its own language – e.g.

children’s ideas, alternative frameworks, misconceptions.


‘‘Materials’ in the Foundation Materials’ in the Foundation StageStage

What experiences could you provide for young children to encourage them to explore materials and their properties?

Why is early exploration so important?


Materials in the National CurriculumMaterials in the National CurriculumSc3Sc3

Browse Sc3 Materials & their Properties

at KS1 and 2.

‘Principles and Big Ideas of Science Education’ at http://www.ase.org.uk/documents/principles-and-big-ideas-of-

science-education//

Big Idea 1: All material in the Universe is made of very small particles

Atoms are the building blocks of all materials, living and non-living. The behaviour of the atoms explains the properties of different materials. Chemical reactions involve rearrangement of atoms in substances to form new substances. Each atom has a nucleus containing neutrons and protons, surrounded by electrons. The opposite electric charges of protons and electrons attract each other, keeping atoms together and accounting for the formation of some compounds.

Core Science Year 2 (3) Core Science Year 2 (3)


Teacher subject knowledge is importantTASK Solids, liquids and gases – the states of matter

To elicit our ideas on solids, liquids and gases, i.e. the states of matter

You have a set of everyday materials. Please sort them into solids, liquids and gases. Sort them as they are - do not include the container

in your decisions.

These materials have been chosen to match what we think areThese materials have been chosen to match what we think are suitable for you. You may need to adapt the selection of materialssuitable for you. You may need to adapt the selection of materials to match your pupils in school.to match your pupils in school.

Core Science Year 2 (3) Core Science Year 2 (3)

Definitions Nuffield Primary Science (1993) Materials Key Stage 2 Teachers Guide, London Collins Educational.

“A solid has definite shape. It remains that shape unless a force acts on it.... Cotton wool can be easily changed [but] it does have a definite shape.” P91

“A liquid has no fixed shape but it keeps the same volume when it is poured into a different container” p91

“A gas has no fixed shape or volume... Fill [s] the whole of the space in which it is contained.” P91


Challenge Challenge

Cornflour Gloop

Solid or liquid?


TASK TASK

Use the same set of materials

This time decide which are pure substances and which are mixtures.


Remember!Remember! Children often hold Children often hold common misconceptions or common misconceptions or

‘children’s ideas’ ‘children’s ideas’ e.g. identify melting in water but

do not generalise to others situations use ‘melting’ / ‘dissolving’ / ‘turning into water’ as the same

thing KS1 – evaporation – water disappears KS2 – evaporation – water turns into air, rather than

vapour in air

Russell T, Longden K & McGuigan L (1991) Russell T, Longden K & McGuigan L (1991) MaterialsMaterials, ,

Liverpool, University of Liverpool Press.Liverpool, University of Liverpool Press.


So…use sources ofSo…use sources of information when you plan information when you plane.g. SPACE Research Reports Nuffield SPACE downloads @

http://www.nuffieldcurriculumcentre.org/go/minisite/PrimaryScience/Page_1213.html

Nuffield Primary Science Scheme QCA schemes ASE ‘Primary Science’ and other journals QTS science study guides


Please note directed tasks and be fully Please note directed tasks and be fully prepared for next session prepared for next session

Review Science Confidence Audit. Use your audit to identify areas of knowledge and understanding in science on which you need to work. Next week you will identify 3-4 other students in your group who wish to work on the same area for a student led workshop.

Read Roden (2005) Complete the reflection tasks and bring to next session.

Read Lee & Tan (2004) What do you think?

Revise ‘Changing Materials’ for next week.

NOTE NETWORKED CDRom ‘Subject Software’ ‘Science Issues’

Documents

University of Winchester Core 2 Science1 Core Year 2 Materials