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PGCE SciencePGCE Science

Week 2 Week 2 Children’s ideas and Children’s ideas and

constructivismconstructivism

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Directed TasksDirected Tasks

Harlen and Qualter (2009) Ch1 and Ch 2. What Harlen and Qualter (2009) Ch1 and Ch 2. What aspects of these case studies would you draw on aspects of these case studies would you draw on to suggest approaches to primary science to suggest approaches to primary science teaching. Consider the differences/similarities teaching. Consider the differences/similarities between KS1 and KS2. between KS1 and KS2.

Oliver (2006)-discuss your views on creative Oliver (2006)-discuss your views on creative science teaching with your peers. Were you taught science teaching with your peers. Were you taught science in this way?science in this way?

Safety Workshop- reminder that all activities Safety Workshop- reminder that all activities should be risk assessed.should be risk assessed.

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Learning intentionsLearning intentions

Develop enquiry skills of predicting, hypothesising, fair Develop enquiry skills of predicting, hypothesising, fair testingtesting

Explore the importance of children’s ideas in scienceExplore the importance of children’s ideas in scienceKnow the importance of constructivist theory in science Know the importance of constructivist theory in science

teachingteachingIdentify some common misconceptions, elicitation Identify some common misconceptions, elicitation

strategies, models and analogies using materials as strategies, models and analogies using materials as our contextour context

Consider progression of ideas for school planningConsider progression of ideas for school planningView QCA schemes of work for scienceView QCA schemes of work for science

Safety in Primary ScienceSafety in Primary Science

““Risk assessment is little more than Risk assessment is little more than common sense and prudent primary common sense and prudent primary

teachers do it informally as a matter of teachers do it informally as a matter of course” (Ellis 2001, p7)course” (Ellis 2001, p7)

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Science EnquiryScience Enquiry When pupils:When pupils: have to make their own decisionshave to make their own decisions use some investigational procedures e.g. use some investigational procedures e.g.

observing, measuring observing, measuring

Definition from AKSIS project in Sherrington, R (1998)Definition from AKSIS project in Sherrington, R (1998) ASE Guide to Primary Science Education. ASE Guide to Primary Science Education. Hatfield:Association for Science Education.Hatfield:Association for Science Education.

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Types of investigations associated Types of investigations associated with science enquirywith science enquiry

Information-seeking Information-seeking Comparing or fair-testingComparing or fair-testing Pattern-findingPattern-finding Hypothesis-generatingHypothesis-generating How-to-do-itHow-to-do-it

From Harlen, W (2000) From Harlen, W (2000) The Teaching and Learning of Science in Primary The Teaching and Learning of Science in Primary Schools. Schools. London: David Fulton. London: David Fulton.

Adapted from types identified in AKSIS (ASE /King’s College Science Adapted from types identified in AKSIS (ASE /King’s College Science Investigations in Schools) Project.Investigations in Schools) Project.

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Types of investigations Types of investigations associated with science enquiryassociated with science enquiry

Exploring Exploring Classifying and identifying Classifying and identifying Pattern seeking Pattern seeking Fair testing Fair testing Investigating models Investigating models Making things or developing systemsMaking things or developing systemsGoldsworthy, A (2002) Learning to Investigate in Goldsworthy, A (2002) Learning to Investigate in

Sherrington, R (ed) (2002) Sherrington, R (ed) (2002) ASE Guide to ASE Guide to Primary Science Education Primary Science Education Cheltenham, Cheltenham, Stanley Thornes, 63-70Stanley Thornes, 63-70

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A range of process skills used in A range of process skills used in science enquiry science enquiry

Also defined differently by different authors but do share Also defined differently by different authors but do share some common themessome common themes

Raising questionsRaising questions Predicting/HypothesisingPredicting/Hypothesising ObservationObservation Gathering evidenceGathering evidence Planning including equipment selectionPlanning including equipment selection RecordingRecording Fair testingFair testing Interpreting evidenceInterpreting evidence Drawing conclusionsDrawing conclusions EvaluatingEvaluating

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Prediction and HypothesisPrediction and Hypothesis

GuessGuess – speculation about the result of an investigation – speculation about the result of an investigation

PredictionPrediction – a forecast of what will happen, an expected – a forecast of what will happen, an expected outcome, based on outcome, based on previous knowledge of everyday previous knowledge of everyday experiences or scientific knowledgeexperiences or scientific knowledge

Hypothesis Hypothesis – a tentative idea or explanation to be tested , – a tentative idea or explanation to be tested , which which need not be correct but it should be reasonable in need not be correct but it should be reasonable in terms of the evidence available, and possible in terms of terms of the evidence available, and possible in terms of scientific principles, is provisional since there may be scientific principles, is provisional since there may be others consistent with the evidenceothers consistent with the evidence

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Modelling a classroom activity to Modelling a classroom activity to help children learn to predicthelp children learn to predict

Order the statements from the least to the most useful.Order the statements from the least to the most useful.Identify whether each statement is a prediction or Identify whether each statement is a prediction or

hypothesis.hypothesis.

How did you decide which was the most useful How did you decide which was the most useful statement?statement?

How did you decide which was the least useful How did you decide which was the least useful statement?statement?

Where do the statements that give a scientific reason Where do the statements that give a scientific reason come on your list?come on your list?

Adapted from Goldsworthy,A. & Feasey.R. (1997). Adapted from Goldsworthy,A. & Feasey.R. (1997). Making Sense of Primary Science InvestigationsMaking Sense of Primary Science Investigations. . Revised edition. Hatfield: Association for Science Education, pp22-23Revised edition. Hatfield: Association for Science Education, pp22-23

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Compare your listCompare your list

I think the little pieces will dissolve first.I think the little pieces will dissolve first. I think the little pieces will dissolve first because they’re I think the little pieces will dissolve first because they’re

little.little. I think the little pieces will dissolve first because my Dad I think the little pieces will dissolve first because my Dad

breaks it into little pieces when he makes jelly.breaks it into little pieces when he makes jelly. I think the little pieces will dissolve first because little bits of I think the little pieces will dissolve first because little bits of

sugar dissolve faster than a sugar lump and I think the sugar dissolve faster than a sugar lump and I think the same thing will happen with jelly.same thing will happen with jelly.

I think the little pieces will dissolve first because the water I think the little pieces will dissolve first because the water can attack them more easily.can attack them more easily.

I think the little pieces will dissolve first because there’s I think the little pieces will dissolve first because there’s more surfaces in touch with the water.more surfaces in touch with the water.

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Predicting and hypothesising are part of Predicting and hypothesising are part of planning planning investigations...investigations...

planning is implicitly focused by a predictionplanning is implicitly focused by a prediction predicting encourages children to think aheadpredicting encourages children to think ahead predicting helps them to consider variablespredicting helps them to consider variables a prediction gives clues to the measurements that a prediction gives clues to the measurements that

might be takenmight be taken a hypothesis has a reason in a form that can be a hypothesis has a reason in a form that can be

tested… may lead to an investigationtested… may lead to an investigation

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Controversy…..Controversy…..

Feasey and Goldsworthy (1997) suggest Feasey and Goldsworthy (1997) suggest predicting becomes hypothesising...predicting becomes hypothesising...

Harlen (2000) suggests a prediction is invariably Harlen (2000) suggests a prediction is invariably based on a hypothesis (implicitly if not explicitly)based on a hypothesis (implicitly if not explicitly)

Predicting and hypothesising are closely relatedPredicting and hypothesising are closely related

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

Find references to Find references to exploration of materials in exploration of materials in the Curriculum Guidance the Curriculum Guidance for the Foundation Stagefor the Foundation Stage

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

Why is early exploration so Why is early exploration so

important?important?

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Sc3 Materials and their Sc3 Materials and their propertiesproperties

Refer to the National Curriculum: Science (1999)Refer to the National Curriculum: Science (1999) Make a list of the Make a list of the materials materials that they suggest pupils should that they suggest pupils should

be taught about.be taught about. Then identify the Then identify the propertiesproperties that they suggest pupils should that they suggest pupils should

be taught about.be taught about. Can you link the materials and the properties?Can you link the materials and the properties? Which materials Which materials will youwill you use to develop pupils’ ideas about use to develop pupils’ ideas about

properties? properties? Where there is a good match of materials and properties Where there is a good match of materials and properties then here is a good opportunity for you to develop Sc1.then here is a good opportunity for you to develop Sc1.Where there is a weak match, here is the place to develop Where there is a weak match, here is the place to develop meaning, of materials, or properties and of the nature of meaning, of materials, or properties and of the nature of science.science.

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Setting a contextSetting a contextSc3 Materials and their propertiesSc3 Materials and their propertiesMaking SandcastlesMaking Sandcastles Mixing sand and water to find the ideal Mixing sand and water to find the ideal

proportions for making the strongest proportions for making the strongest sandcastle.sandcastle.

An everyday experience in which the familiar An everyday experience in which the familiar context can develop scientific thinking and context can develop scientific thinking and process skillsprocess skills

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Fair TestingFair Testing

… … occurs within the context of planning and occurs within the context of planning and carrying out investigations.carrying out investigations.

… … is set up to answer a question such as ‘What is set up to answer a question such as ‘What will happen if?’will happen if?’

6- 7 year olds can consider fairness AFTER 6- 7 year olds can consider fairness AFTER carrying out a test.carrying out a test.

Older pupils can consider fairness BEFORE doing Older pupils can consider fairness BEFORE doing a test.a test.

Fairness involves a discussion about variables.Fairness involves a discussion about variables.

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What are variables?What are variables?

Factors in an investigation that can be Factors in an investigation that can be changed or kept the same.changed or kept the same.

Within Key Stages 1 & 2 children will Within Key Stages 1 & 2 children will proceed from not requiring variables to proceed from not requiring variables to manipulating one variable.manipulating one variable.

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Why do I need to know about Why do I need to know about variables?variables?

So you can:-So you can:- Help children succeed with their Help children succeed with their

investigationsinvestigations Manage investigations in classManage investigations in class Understand the progression in Sc 1Understand the progression in Sc 1 Assess children’s attainment in Sc 1Assess children’s attainment in Sc 1

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Variables (factors)Variables (factors)

INDEPENDENT VARIABLESINDEPENDENT VARIABLES (IV) - (IV) - identify what is identify what is to change.to change. Changed by choice, different each Changed by choice, different each time.time.

DEPENDENT VARIABLESDEPENDENT VARIABLES (DV) - (DV) - identify what is identify what is to be observedto be observed. Dependent on our actions. . Dependent on our actions. Measured to obtain results.Measured to obtain results.

CONTROLLED VARIABLESCONTROLLED VARIABLES - - identify what is to identify what is to be kept the samebe kept the same so that the effect of the IV can so that the effect of the IV can be observed.be observed.

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Planning BoardsPlanning Boards IntroductionIntroduction Uses :Uses : Children need help to identify variables. This can Children need help to identify variables. This can

be done through questioning. be done through questioning. What are you trying What are you trying to find out? What do you want to to find out? What do you want to observe/measure? What do you want to change? observe/measure? What do you want to change? What will you need to keep the same?What will you need to keep the same?

Recording the variables.Recording the variables.

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ModellingModelling

Model making is an observation activity… in this Model making is an observation activity… in this case the task encourages close observation of a case the task encourages close observation of a natural form and the way it behaves … through…natural form and the way it behaves … through…

watching behaviour, drawing, asking questions…watching behaviour, drawing, asking questions…and then…and then…

planning, making, testing and evaluating. And planning, making, testing and evaluating. And building confidence in problem solving.building confidence in problem solving.

You can provide a starter question to scaffold the You can provide a starter question to scaffold the learning taking place.learning taking place.

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Setting a contextSetting a contextSc3 Materials and their propertiesSc3 Materials and their propertiesMaking SandcastlesMaking Sandcastles Mixing sand and water to find the ideal Mixing sand and water to find the ideal

proportions for making the strongest proportions for making the strongest sandcastle.sandcastle.

An everyday experience in which the familiar An everyday experience in which the familiar context can develop scientific thinking and context can develop scientific thinking and process skillsprocess skills

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SandcastlesSandcastles

Select a variable for investigationSelect a variable for investigation Note why you think this variable will have an effect Note why you think this variable will have an effect

- note prediction and hypothesis- note prediction and hypothesis Use a planning board to organise your Use a planning board to organise your

investigationinvestigation Consider safetyConsider safety Carry out the investigation - note use of Carry out the investigation - note use of

observation, prediction, hypothesis, fair testingobservation, prediction, hypothesis, fair testing

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EvaluationEvaluation

Evaluate carefully your investigativeEvaluate carefully your investigativeprocedures.procedures.How did you begin this task?How did you begin this task? How accurate was your prediction?How accurate was your prediction? What aspects of your procedure might you change What aspects of your procedure might you change

if you were to carry out the investigation again?if you were to carry out the investigation again? What surprises were there? What did you discover What surprises were there? What did you discover

that you hadn’t thought about or predicted?that you hadn’t thought about or predicted? What process skills did you use? What level did What process skills did you use? What level did

you work at? you work at?

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Section 2Section 2

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Constructivist model Constructivist model Scott, P. (1987) Scott, P. (1987) A A Constructivist View Of Teaching And LearningConstructivist View Of Teaching And Learning. Leeds: . Leeds:

University Press.University Press.

OrientationOrientation

ElicitationElicitation

Restructuring, modification and extension of ideasRestructuring, modification and extension of ideas

Application of ideasApplication of ideas

Review and evaluation of ideasReview and evaluation of ideas

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ConstructivismConstructivism

OrientationOrientation

Arousing children’s interest and curiosityArousing children’s interest and curiosity

Setting the sceneSetting the scene

Relating to a real life contextRelating to a real life context

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ConstructivismConstructivism

Elicitation/StructuringElicitation/Structuring

Helping children to find out and clarify Helping children to find out and clarify what they thinkwhat they think

Making ideas explicit to themselves, peers, Making ideas explicit to themselves, peers, teachers.teachers.

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ConstructivismConstructivism

Intervention/RestructuringIntervention/Restructuring

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

‘‘Making sense’ of ideasMaking sense’ of ideas

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ConstructivismConstructivism

ApplicationApplication

Evaluation continuesEvaluation continuesUsing new ideas in familiar and new Using new ideas in familiar and new

contextscontextsHelping children to relate what they have Helping children to relate what they have

learned to their everyday liveslearned to their everyday lives

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ConstructivismConstructivism

ReviewReview

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

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ConstructivismConstructivism

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

meaningmeaning Children may appear to understand new ideas Children may appear to understand new ideas

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

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

children’s ideas, alternative frameworks, children’s ideas, alternative frameworks, misconceptionsmisconceptions..

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Concept MappingConcept Mapping

……helps children to explore the structure of their helps children to explore the structure of their current understanding.current understanding.

Consider:Consider:What does a concept map look like?What does a concept map look like?What does it show?What does it show?Why is it used?Why is it used?How is it used?How is it used?When is it used?When is it used?

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Concept Mapping – more infoConcept Mapping – more info

SEESEE

www.azteachscience.co.uk

for Professional Development Unit on for Professional Development Unit on concept mappingconcept mapping

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Concept Mapping - methodConcept Mapping - method

Devise list of key wordsDevise list of key words Use lines to join the wordsUse lines to join the words Add arrowheads on the lines to show how to Add arrowheads on the lines to show how to

read the relationread the relation Annotate the lines with words or phrases to Annotate the lines with words or phrases to

illustrate nature of relationshipillustrate nature of relationship

Materials – devise your own concept mapMaterials – devise your own concept map

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Concept Mapping - advantagesConcept Mapping - advantages

Not a test situationNot a test situationChildren’s ideas cannot be marked ‘wrong’Children’s ideas cannot be marked ‘wrong’Child has ownershipChild has ownershipThey are meaningful to the childrenThey are meaningful to the childrenVariations are extensiveVariations are extensiveCan be used as formative assessment toolCan be used as formative assessment toolProvides a good starting point for discussionProvides a good starting point for discussionCan be reviewed and built uponCan be reviewed and built uponCan be motivatingCan be motivating

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TASKTASK Solids, liquids and gases – Solids, liquids and gases – the states of matterthe states of matter

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

You have a set of everyday materials. You have a set of everyday materials. Please sort them into solids, liquids and gases.Please sort them into solids, liquids and gases. Sort them as they are, and don’t include the Sort them as they are, and don’t include the

container in your decisions. container in your decisions.

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

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

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

““A liquid has no fixed shape but it keeps the same A liquid has no fixed shape but it keeps the same volume when it is poured into a different container” p91volume when it is poured into a different container” p91

““A gas has no fixed shape or volume... Fill [s] the whole A gas has no fixed shape or volume... Fill [s] the whole of the space in which it is contained.” P91of the space in which it is contained.” P91

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Children’s ideasChildren’s ideas

Particles are different according to their state eg Particles are different according to their state eg gas molecules are round, solid cubicgas molecules are round, solid cubic

Size of molecule determined by state eg gas = Size of molecule determined by state eg gas = small, solid = largesmall, solid = large

SOLID – hard, heavy, powders seen as liquids, SOLID – hard, heavy, powders seen as liquids, soft solids such as pastes difficult to classifysoft solids such as pastes difficult to classify

LIQUID – flow, pour, compared to water, viscous LIQUID – flow, pour, compared to water, viscous liquids difficultliquids difficult

GAS – most difficult, air as one gas, include GAS – most difficult, air as one gas, include sprays/smoke, gas as dangeroussprays/smoke, gas as dangerous

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Elicitation – Elicitation – concept cartoonsconcept cartoons Visual representation of scientific ideasVisual representation of scientific ideas Dialogue formDialogue form Give alternative viewpointsGive alternative viewpoints Scientific ideas applied in everyday situationsScientific ideas applied in everyday situations Alternatives given equal statusAlternatives given equal status Scientifically acceptable viewpoint includedScientifically acceptable viewpoint included See Keogh and Naylor concept cartoon materials See Keogh and Naylor concept cartoon materials Keogh, B. and Naylor, S. (2000) Keogh, B. and Naylor, S. (2000)

Concept Cartoons in Science Education Concept Cartoons in Science Education Sandbach: MillgateSandbach: Millgate

See See www.conceptcartoons.com

See See www.azteachscience.co.uk

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TASK TASK

Use the same set of Use the same set of materialsmaterials

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

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ProgressionProgression

Moving forward through a defined sequence Moving forward through a defined sequence of learning targetsof learning targets

A sequence of increasingly demanding A sequence of increasingly demanding activitiesactivities

Development in learning from one Development in learning from one understanding to another broader or deeper understanding to another broader or deeper understanding( refer to Harlen and Qualter understanding( refer to Harlen and Qualter (2009) p.124)(2009) p.124)

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ResourcesResourcesQCA Schemes of Work QCA Schemes of Work http://www.standards.dfes.gov.uk/schemes2/

science SPACE ResearchSPACE Research

ReportsReports

Nuffield Primary Science Nuffield Primary Science SchemeScheme

A framework for Medium Term Planning.A framework for Medium Term Planning.TASK: Familiarise yourself with these resourcesTASK: Familiarise yourself with these resources

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Section 3Section 3

Student ActivitiesStudent Activities

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Student led Practical Student led Practical ‘Changing Materials’‘Changing Materials’

Rusty nails/ itemsRusty nails/ items Chocolate buttons/ iceChocolate buttons/ ice Balloons, narrow necked small Balloons, narrow necked small

bottles, bicarb and vinegarbottles, bicarb and vinegar Salt /sugar / spoons / Salt /sugar / spoons /

beakers /waterbeakers /water glass mirrors / cans of liquid glass mirrors / cans of liquid

cold from the fridgecold from the fridge dough and breaddough and bread popcorn and popped cornpopcorn and popped corn clay & potteryclay & pottery Plaster of Paris as powder and Plaster of Paris as powder and

as set *NOTE SAFETYas set *NOTE SAFETY alcohol hand gelalcohol hand gel

Talk about:Talk about:What you notice before and What you notice before and

after the change?after the change?

Is this change Is this change - physical or chemical?- physical or chemical?- reversible or irreversible?- reversible or irreversible?

Can you talk about how Can you talk about how energy is involved?energy is involved?

Note Sc1 skills of predicting Note Sc1 skills of predicting and hypothesisingand hypothesising

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Changing Materials – themes for Changing Materials – themes for revision revision

The states of matter -The states of matter - solid / liquid / gas solid / liquid / gas Particles have energyParticles have energy - - materials change materials change

because of changes in the energy that the because of changes in the energy that the particles have. Energy can be transferred in particles have. Energy can be transferred in different ways. Consider:different ways. Consider:

DDiffusioniffusionConvectionConvectionConductionConduction

Materials change - Change of state and Materials change - Change of state and chemical changechemical change . .These also relate to the These also relate to the amount of energy particles have.amount of energy particles have.

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Changing MaterialsChanging Materials

Chemical changeChemical change makes new materials i.e. different stuff with new propertiesmakes new materials i.e. different stuff with new properties changes the composition of the moleculeschanges the composition of the molecules can be difficult to reversecan be difficult to reverse results in new materials being formed.results in new materials being formed.

Change of stateChange of state is one kind of physical changeis one kind of physical change does not change the chemical composition of the moleculesdoes not change the chemical composition of the molecules can usually be reversed easilycan usually be reversed easily does not produce new materials.does not produce new materials.

Conservation of massConservation of mass

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Children’s Children’s ideasideas identify melting in water butidentify melting in water but

do not generalise to others situationsdo not generalise to others situations use ‘melting’ / ‘dissolving’ / ‘turning into use ‘melting’ / ‘dissolving’ / ‘turning into

water’ as the same thingwater’ as the same thing KS1 – evaporation – water disappearsKS1 – evaporation – water disappears KS2 – evaporation – water turns into air, KS2 – evaporation – water turns into air,

rather than vapour in airrather than vapour in air

(Russell et al.1991)(Russell et al.1991)

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Student ActivitiesStudent Activities

Give your 5 min lesson to a small group of your Give your 5 min lesson to a small group of your peers. peers.

Once each person has given their lesson discuss Once each person has given their lesson discuss and reflect on this activity. Consider what skills and reflect on this activity. Consider what skills and knowledge were used. What questions were and knowledge were used. What questions were raised by yourself and others in the group. How raised by yourself and others in the group. How did you feel whilst you were delivering your lesson. did you feel whilst you were delivering your lesson. Was it well timed? Was the activity/ resources/ Was it well timed? Was the activity/ resources/ vocabulary suitable? How did you know? Keep a vocabulary suitable? How did you know? Keep a record in your reflective journal. How did you record in your reflective journal. How did you recognise if learning was taking place?recognise if learning was taking place?

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Directed tasks Directed tasks

1. 1. ReadRead Roden (2005) Use the ‘personal Roden (2005) Use the ‘personal response’ tasks to prompt reflection for next response’ tasks to prompt reflection for next session.session.

Read Harlen and Qualter (2009) Ch.5 Read Harlen and Qualter (2009) Ch.5 ‘Children’s Own Ideas’ & Ch.9 ‘Helping ‘Children’s Own Ideas’ & Ch.9 ‘Helping development of scientific ideasdevelopment of scientific ideas

Complete the CONFIDENCE AUDIT on the Complete the CONFIDENCE AUDIT on the Learning Network (LN)Learning Network (LN)

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Directed TasksDirected Tasks

Preparation for next weekPreparation for next week READ: Harlen and Qualter (2009) Ch 12 ‘Teachers’ and children’s READ: Harlen and Qualter (2009) Ch 12 ‘Teachers’ and children’s

questionsquestions

Next week you will discuss and practise using different types of Next week you will discuss and practise using different types of questions. questions.

What is the difference between ‘productive’ and ‘unproductive’ What is the difference between ‘productive’ and ‘unproductive’ questions? questions?

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

What reasons do H&Q (2009) present for the use of open and person-What reasons do H&Q (2009) present for the use of open and person-centred rather than closed and subject centred questions?centred rather than closed and subject centred questions?

What are the implications from this reading for your planning on SE?What are the implications from this reading for your planning on SE?