Science Education in the UK – A Journey…

Science Education in the UK – A Journey Evolution of Science Education in UK over last 25 years – a case study Aims Why do we do what we do? What does Science Education look like in the UK? How do we deliver it? – identification of good classroom practice Education in UK has always been evolving but looking at last 25 years as a case study. Compulsory education in UK very different to Greece in that we have a national curriculum which prescribes what has to be taught in maintained schools.

Science Education in the UK – A Journey Challenges faced and how tackled - including training Science teachers Share some of the successful pedagogical approaches that are used in Science classrooms and that are evidence based

Introduction of the National Curriculum

Arguments for teaching science? Utilitarian it is useful Cultural science is a cultural achievement to be appreciated by all Democratic healthy democratic societies need scientifically literate citizens Economic prepares a skilled workforce For society: Utility – if you understand the science behind everyday activities you are more likely to undertake them safely. Washing hands to prevent the spread of disease, eating a balanced diet, how the body works Democratic – it is important that the public understands the reasons behind new legislation. Eg recycling, reducing the use of fossil fuels and the search for other sources of energy. Important that society can debate the big questions on nuclear power, gentically modified crops, Cultural The big ideas in science are part of our scientific heritage and society should be aware of them eg Atomic theory and the theory of evolution are as much creations as the music of Mozart or the plays of Shakespeare and the paintings of Van Gogh. It is important for pupils to recognise the struggle for establishing theories eg Gallelio, Alchemy Economic – preparing a skilled workforce is essential to ensure that new technologies can be developed from scientific knowledge. There is evidence that the number of science graduates links to the GDP of a country Millar, R. and Osborne, J. (2006)

Arguments for teaching science? Knowledge and understanding of science helps pupils... Science is interesting and intellectually stimulating ...make sense of the natural world Science is an important part of contemporary culture and is relevant to, and has implications for, people of all nations ...understand the basis for decisions in an increasingly technological world Balance between intrinsic learning – worthwhile learning that is inherent and life enhancing and instrumental – enables us to do. ...develop problem-solving skills Alsop, S. and Hicks, K. (2001)

When did the journey begin? Government policy statement for Science: ‘Science 5 – 16 – A statement of policy’ in 1985 – recommended that; Science was to be part of child’s education throughout their time in compulsory education All branches of science to be studied between ages of 5 to 16

When did the journey begin? Education Act, 1988 The National Curriculum(NC) was introduced This is a prescribed curriculum that all children attending state maintained schools must legally follow. Science was made a ‘core’ subject along with Maths and English ‘Key Stages’ (KS) were introduced in schools At each key stage a number of educational objectives need to be achieved Most important legislation for 40 years other significant inclusions – Local management of schools,

Science in the National Curriculum A ‘Broad and Balanced’ curriculum which includes: Process Science “ doing Science” - becoming well versed in designing methodologically sound scientific experiments Content Science learning the complex subject matter of science The new focus was on investigative science which was challenging for most science teachers as they were used to using the cook book approach to practical science. Using a recipe with children and teaching them the skills of manipulation but not the skills of designing their own experiements.

Science in the National Curriculum There have been a number of changes over the years but essentially there are 4 areas in the programme of study : Skills and Processes Biology Chemistry Physics The same 4 areas are studied from 5 - 16 What were the significant changes? All subject disciplines Primary school New type of practical work Testing

Purpose of teaching science in schools? “...to enhance general ‘scientific literacy’ undistorted by the need for the specialist training of the few who become scientists...” A laudable and noble aim ... But... There is a tension between a curriculum that can support the pre-professional training of future scientists and the ‘scientific literacy’ of all. One critique of the NC is that a ‘one size fits all’ approach weakens the foundation needed to prepare those wishing to become career scientists. Overall how easy was this to achieve? What were the challenges and how were they overcome? Millar, R. and Osborne, J. (1998)

Why teach Science in the primary school (5 – 11)? From an early age children construct ideas from their daily experience to help them understand events. Limited experience means ideas develop that are not always in line with accepted Science These ideas are difficult to change because they make sense to children The earlier that ideas are challenged the easier it will be for pupils to progress in science learning Harlen, W. And Osborne, R (1985) E.g. ‘Seeing’ in the dark Start with the learners ideas and engage in testing their ideas – ‘cognitive conflict’

Why teach investigative science? pupils should be able to: use a range of scientific methods and techniques to develop and test ideas and explanations assess risk and work safely in the laboratory, field and workplace plan and carry out practical and investigative activities, individually and in groups One of the key differences in Process science is the need for pupils to make their own decisions either individually or in groups: they are given some autonomy in how the investigation is carried out. Undertaking a wide range of investigative work helps pupils understand how scientists work in the real world. For example, much investigative work involves manipulating variables. There is a need to consider wider range of investigative science eg, ecological studies that allow ‘pattern seeking’ ‘Identification and Classification’ of new species, ‘exploration’ of space

The challenges

The Challenges Limited expertise in Primary Schools Limited expertise in teaching investigate aspects of process science Debate between ‘scientific literacy’ for all and preparing students for careers in Science Training a workforce to deliver the new NC Repeat of programmes of study at different key stages Raised status of testing How could we be sure everyone was following the NC? Science in primary previously focused on living things, habitats, weather etc not the big ideas of energy, forces, materials. Primary programme of studies were produced by experts for use in schools, but still reluctance to engage in “ don’t know” answers. Revert to teaching the way we were taught. There is a tension between a curriculum that can support the pre-professional training of future scientists and the ‘scientific literacy’ of all. One critique of the NC is that a ‘one size fits all’ approach weakens the foundation needed to prepare those wishing to become career scientists. More recently statutory tests at 11 and 14 have been removed and so this has removed teaching to the test More recently the increased range of courses for students at Key Stage 4, including the three separate sciences and vocational science, has provided breadth in the science curriculum to meet the needs of a wider range of students, New Science GCSEs (2006) By OfSTED inspectors – the government body responsible for the inspection of all schools, Teacher trainer providers and other educational settings Inspection is mandatory In 1998 prescribed Curriculum for ITT

Effective Classroom Practice in teaching Science

How do we teach Science effectively? Traditionally, much science was taught in the ‘transmission’ mode. Teacher tells pupil who receives the information and accepts it, However, ‘received’ knowledge is no preparation for dealing with open unresolved issues raised by Science. Some Science teachers still teach in this mode but the aim of process model of teaching was to challenge the passive way children approach practical work

What has been identified as good practice in Science Education? These are the key elements identified by OfSTED inspectors http://www.ofsted.gov.uk/inspection-reports/our-expert-knowledge/science Key Aspects of good practice Effective planning A variety of activities Good subject knowledge Appropriate pace Science Enquiry Challenge and differentiation Focused learning objectives Involvement of pupils in decisions Enthusiastic/lively teaching Effective feedback to pupils Good classroom management By OfSTED inspectors – the government body responsible for the inspection of all schools, Teacher trainer providers and other educational settings Inspection is mandatory

Training and supporting Science Teachers

Training to Teach All teachers who teach in a maintained school must have Qualified Teacher Status (QTS) The main route to achieve this is through a one year post-graduate programme Minimum 60 days training input and minimum 120 days placement in school They must demonstrate that they meet the National Teaching Standards Most programmes include masters level study which lead to masters level credits

Training to Teach Entry requirements include: Good honours degree Minimum GCSE examination grades in English and Maths ( for primary teaching this also includes Science) Successfully passing government skills tests in English and Maths Must successfully complete a one year induction year

National Teachers’ Standards PART ONE: TEACHING A teacher must Set high expectations which inspire, motivate and challenge pupils Promote good progress and outcomes by pupils Demonstrate good subject and curriculum knowledge Plan and teach well structured lessons Adapt teaching to respond to the strengths and needs of all pupils Make accurate and productive use of assessment Manage behaviour effectively to ensure a good and safe learning environment Fulfil wider professional responsibilities PART TWO: PERSONAL AND PROFESSIONAL CONDUCT

Full description of the National Teachers’ Standards can be found at: https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf

Training and supporting teachers Supporting science teachers at all stages of their careers: Further developing Subject knowledge and pedagogy Developing and nurturing critical reflection skills Supporting practitioner research projects in the science classroom Developing subject leaders of Science

In conclusion;

Using evidence based research to improve science teaching During today the Science team from LJMU will explore some of the pedagogical theories that have evolved over the last 25 years since the introduction of the NC and compulsory teaching of Science 5 – 16 that are part of our Initial Teacher Training programmes in Science. These will include; How Children Learn Science Assessing Learning in Science Practical work in Science

References Alsop, S. and Hicks, K. (2001), Teaching science, London, Kogan Page Ltd Harlen, W. And Osborne, R (1985).A model for learning and teaching applied to primary science. Journal of Curriculum Studies, Vol 2 No 17, pp133 – 146 Millar, R. and Osborne, J. (2006), Science Education for the 21st Century, in Wood-Robinson, V. (ed.) (2006), ASE Guide to Secondary Science Education, Hatfield, Association for Science Education Richardson, I. What is good Science Education? in Wood-Robinson, V. (ed.) (2006), ASE Guide to Secondary Science Education, Hatfield, Association for Science Education Ross, K. Larkin, L. Callaghan, P. (2000)Teaching Secondary Science: Constructing Meaning and Developing Understanding London, David Fulton

References (https://www.gov.uk/government/speeches/guardian-he-summit http://www.ofsted.gov.uk/inspection-reports/our-expert-knowledge/science https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198831/science