University of Winchester. PGCE Science 1 PGCE Science Managing Enquiry

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  • PGCE ScienceManaging Enquiry

    University of Winchester. PGCE Science

  • Follow-up Last sessionDiscuss Ward et al., and H&Q Ch.7 and Ch.10. What are your views about the development of enquiry/inquiry skills? Make sure that you have completed your audits and printed off summary copies for your portfolioUse these to set targets for development. You may be able to do some of these on SE.

    University of Winchester. PGCE Science

  • Preparation for todayPrepare H&Q (2009) Ch.11

    University of Winchester. PGCE Science *

    University of Winchester. PGCE Science

  • *Constructivist model Scott, P. (1987) A Constructivist View Of Teaching And Learning. Leeds: University Press.

    Orientation

    Elicitation

    Restructuring, modification and extension of ideas

    Application of ideas

    Review and evaluation of ideas

    University of Winchester. PGCE Science

  • Features of an effective science lesson?

    University of Winchester. PGCE Science

  • School planning for a science lesson Lesson Planning

    Planning discussion sheetdiscuss example/s.Note University format and guidance in SE handbook.

    University of Winchester. PGCE Science

  • Headings from SE session plan pro-forma DATE: TIME:DURATION: NC, NLS, NNS Refs: TITLE/CURRICULUM FOCUS:STUDENT TARGET/S: LINKS TO PREVIOUS WORK:LEARNING OBJECTIVES/INTENTIONS: SUCCESS CRITERIA: *MONITORING, ASSESSMENT, RECORDING: *POSSIBLE ERRORS AND MISCONCEPTIONS: *RESOURCES: *ROLES OF OTHER ADULTS: *DIFFERENTIATION: *KEY LANGUAGE: **INDIVIDUAL NEED* SAFETYLesson content/organisation and management of Learning

    University of Winchester. PGCE Science

  • Managing Enquiry http://teachfind.com/teachers-tv/ks12-science-practically-science

    Sally Crowe, a primary AST leads a Year 4 class from Latchmere Primary School, Kingston upon Thames in a science investigation.

    University of Winchester. PGCE Science

  • Lunchbox scenario

    Year 1 class - science based lesson on food from plants.

    Lesson A There were a range of activities planned but childrens responses and potential misconceptions had not been thought through. The students own scientific subject knowledge was weak e.g. a picture of a chocolate bar and a mushroom was among items presented for children to discuss foods from plants. When a girl put her hand up to say the chocolate bar came from plants the students response was that there werent any chocolate trees.

    Lesson B This student had clearly thought through the potential issues around the same topic area. She ended the lesson by unpacking her lunchbox and getting the class to identify which items came from plants and this included a chocolate biscuit and a sandwich. This student had completed much more in depth preparation for her teaching and had additional resources to show children the source of different food items such as chocolate.

    University of Winchester. PGCE Science

  • Sc1 Factors/ Variables and Fair Testing occurs within the context of planning and carrying out investigations. is set up to answer a question such as What will happen if?6- 7 year olds can consider fairness AFTER carrying out a test.Older pupils can consider fairness BEFORE doing a test.Fairness involves a discussion about variables - factors in an investigation that can be changed or kept the same.

    University of Winchester. PGCE Science

  • Why do I need to know about variables?So you can:-Help children succeed with their investigationsManage investigations in classUnderstand the progression in Sc 1Assess childrens attainment in Sc 1

    University of Winchester. PGCE Science

  • Core 1 Science Session 3 KP*Types of variableVariables that can be changed or manipulatedIndependent variablesVariables that are to be measured or observed Dependent variablesVariables to be kept the same in order for the test to be fair Controlled variables

    University of Winchester. PGCE Science

  • Spellbound Science starting points for enquiry

    Food in the FridgeWhat might you investigate?

    S Naylor & B Keogh (2007) Millgate House Publishers

    Managing Enquiry: Planning & Reporting Boards

    University of Winchester. PGCE Science

  • Science - Thinking Skills and Key Skills

    See National Curriculum pp.20-22Consider science learning in the context of Thinking and Key skills.Thinking SkillsInformation processingReasoningEnquiryCreativityEvaluation

    Key SkillsCommunicationApplication of numberInformation TechnologyWorking with othersImproving own learning performanceProblem solving

    University of Winchester. PGCE Science

  • CASE - Cognitive Acceleration through Science EducationKey Stage 3 1984-87 very well established in schools

    Key Stage 1 - CASE@KS1.H&F 1998 (Lets Think!, nferNelson)

    Key Stage 2 2000 (Lets Think through Science!, nferNelson)

    University of Winchester. PGCE Science

  • Lets Think through Science! (2000)

    AIM: To help pupils to develop the ability to think in the context of science through a discussion based approach.

    Theoretical underpinning:COGNITIVE CONFLICT - (Piaget) - provide appropriate challengeSOCIAL CONSTRUCTION - (Vygotsky) - encourage collaborative problem solvingMETACOGNITION - help pupils reflect on their progress in solving a problem.

    University of Winchester. PGCE Science

  • The Potato ChallengeConcrete preparation Get into groups of 5

    Take a good look at all the equipment in front of you. Talk in your groups about what you think you are going to do today. Consider health and safety aspects. Feedback to everyone after 2 mins.

    University of Winchester. PGCE Science

  • The Potato ChallengeCognitive conflict and social constructionWork as a collaborative group. Sort out rules which allow all the group to contribute and listen to each others views. Appoint one person to scribe the discussions for reference.

    Without using the equipment decide and pick up which potato is the heaviest. Record what you did. What did you need to know to find out? What questions were asked?

    University of Winchester. PGCE Science

  • The Potato challengeCognitive conflict and social construction. Use all the equipment to find out which of the potatoes is heaviest. Record what you did. How can you be sure you are right?What could you measure? What are you looking for?Are you still working together collaboratively?

    University of Winchester. PGCE Science

  • The Potato challengeCognitive conflict and social construction Collect a ruler and one 100g weight.In your groups use these new pieces of equipment to find out which potatoes are heavier than 100g.

    Reflect: What did you do? What did you find out? Can you find alternative ways of finding this out?

    What do you think the band length will be if you had 200g on the end? Test your theory. Try 300g. Can you find a pattern? Where did you use the idea of bridging?

    University of Winchester. PGCE Science

  • The Potato challengeMetacognition - a good time for reflection Think back to how you found the heaviest potato at the beginning. How did the equipment help to refine your investigation. What were the rulers/weights for? How good/not so good were the methods you used? Can each member of the group identify when someone in the group helped to move their thinking on?

    Could you see this working in the classroom?

    University of Winchester. PGCE Science

  • The Potato challenge was taken fromContinuing Professional Development Unit

    http://www.azteachscience.co.uk/resources/cpd/lets-think-through-science.aspx

    Let's Think Through Science

    University of Winchester. PGCE Science

  • The TASC approachThinking Actively in a Social ContextDevelop skills of research, investigation and problem-solving that can be used across the curriculum and across age groupsDevelop a positive sense of self as an active learner Develop skills of self-assessment In science suggested activities include: field trips, collections, topics, nature walks, keeping a wild area, Sc1, making/visiting exhibitions, recording using photographs/videos/sketches/displays/ICT

    http://www.nace.co.uk/oldsite/tasc/tasc_home.htm

    University of Winchester. PGCE Science

  • The TASC approachQuestioningGATHER AND ORGANIZE - assess prior learning, generate ideasIDENTIFY - have clear objectives and assessment criteriaDECIDE AND IMPLEMENT focus on task and find solutionsEVALUATE - discuss examples that demonstrate the criteriaLEARN FROM EXPERIENCE reflectionWallace, B. (ed.) (2001) Teaching Thinking Skills across the Primary Curriculum, London, Fulton.

    At each stage of the TASC problem solving wheel CHILDRENS QUESTIONS are integral tools.TEACHERS QUESTIONS are a model for the children.

    University of Winchester. PGCE Science

  • University of Winchester. PGCE Science

  • Using the TASC wheelUsing your Potato knowledge and practical resources use the TASC wheel to answer the following problem:Several Y2 groups have grown potatoes in their school allotment. The school canteen said they would love to try them out in their luxury cottage pie but they wanted no more than 500g of potatoes from each group. Unfortunately the weighing machines have broken so the chef suggested using a plastic bag, an elastic band, a ruler, and one 100g weight to help the children get as close to 500g as possible. The chef will only choose to take potatoes if the group presents their evidence in a convincing and interesting way showing how they arrived at 500g.

    University of Winchester. PGCE Science

  • TASC Practical Fe