1. University of Winchester. PGCE Science 2011-12 1 PGCE Science (Part-Time) Essential features of practical work Investigative skills

2. University of Winchester. PGCE Science 2011-122 Learning intentions  Develop further the skill of accurate observation  Explore the difference between a prediction and hypothesis  Become familiar with planning boards to help pupils to structure and record investigations, with particular emphasis on variables (factors)  Consider possible classroom organisations suitable for practical science  Develop understanding of the legal requirements for safety and the responsibility of the teacher to create a safe learning environment

3. University of Winchester. PGCE Science 2011-123 Reflections from directed readings Discuss your readings with your colleagues.

4. University of Winchester. PGCE Science 2011-124 Prediction and Hypothesis  Guess – speculation about the result of an investigation  Prediction – a forecast of what will happen, an expected outcome, based on previous knowledge of everyday experiences or scientific knowledge  Hypothesis – a tentative idea or explanation to be tested, which need not be correct but it should be reasonable in terms of the evidence available, and possible in terms of scientific principles, is provisional since there may be others consistent with the evidence

5. University of Winchester. PGCE Science 2011-125 Modelling a classroom activity to help children learn to predict Order the statements from the least to the most useful. Identify whether each statement is a prediction or hypothesis.  How did you decide which was the most useful statement?  How did you decide which was the least useful statement?  Where do the statements that give a scientific reason come on your list? Adapted from Goldsworthy,A. & Feasey.R. (1997). Making Sense of Primary Science Investigations. Revised edition. Hatfield: Association for Science Education, pp22-23

6. University of Winchester. PGCE Science 2011-126  I think the little pieces will dissolve first.  I think the little pieces will dissolve first because they’re little.  I think the little pieces will dissolve first because my Dad breaks it into little pieces when he makes jelly.  I think the little pieces will dissolve first because little bits of sugar dissolve faster than a sugar lump and I think the same thing will happen with jelly.  I think the little pieces will dissolve first because the water can attack them more easily.  I think the little pieces will dissolve first because there’s more surfaces in touch with the water.

7. University of Winchester. PGCE Science 2011-127 Practical – Context - WATER DROPLETS  What do you think will happen when you … … release one drop of water from the dropper on to the mirror? … add more drops? … tilt the mirror?  What do you think is happening and why? Reflect – on what did you draw to make your predictions / hypotheses?

8. University of Winchester. PGCE Science 2011-128 Controversy…..  Feasey and Goldsworthy (1997) suggest predicting becomes hypothesising...  Harlen (2000) suggests a prediction is invariably based on a hypothesis (implicitly if not explicitly)  Predicting and hypothesising are closely related

9. University of Winchester. PGCE Science 2011-129 Progression…  making an attempt to explain something based on earlier experience  suggesting an explanation which is consistent with the evidence  …consistent with a scientific principle  realising there may be more than one explanation  realising the tentative nature of any explanation

10. University of Winchester. PGCE Science 2011-1210 Predicting and hypothesising are part of planning investigations...  planning is implicitly focused by a prediction  predicting encourages children to think ahead  predicting helps them to consider variables  a prediction gives clues to the measurements that might be taken  a hypothesis has a reason in a form that can be tested… may lead to an investigation

11. University of Winchester. PGCE Science 2011-1211 Practical Observing, Hypothesising and Modelling  Seeds are dispersed in many ways by special development of the seed case, e.g.  dispersal by animals  dispersal by wind / water  self dispersal

12. University of Winchester. PGCE Science 2011-1212 FLYING SEEDS - SYCAMORE  OBSERVATION – predict, then drop a seed and observe it. What is the pattern of flight?  DRAW the seed and label the parts.  MORE OBSERVATION - what is there about the design that helps it to fly?  HYPOTHESIS  MAKE a prototype to test your ideas. Alter design to make it fly like a sycamore seed  MORE OBSERVATION….  REVIEW YOUR DRAWING - use what you have learned about flight.  DRAW and label your design and describe how it models the way a sycamore seed flies.

13. University of Winchester. PGCE Science 2011-1213 Modelling  Model making is an observation activity… in this case the task encourages close observation of a natural form and the way it behaves … through…  watching behaviour, drawing, asking questions…and then…  planning, making, testing and evaluating. And building confidence in problem solving.

14. University of Winchester. PGCE Science 2011-1214 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.

15. University of Winchester. PGCE Science 2011-1215 What are variables?  Factors in an investigation that can be changed or kept the same.  Within Key Stages 1 & 2 children will proceed from not requiring variables to manipulating one variable.

16. University of Winchester. PGCE Science 2011-1216 Why do I need to know about variables? So you can:-  Help children succeed with their investigations  Manage investigations in class  Understand the progression in Sc 1  Assess children’s attainment in Sc 1

17. University of Winchester. PGCE Science 2011-1217 Autogyros  Make a standard autogyro as described on the workcard  Use planning boards to identify variables in an investigation – “What might affect the flight of an autogyro?”  NOTE: Children need help to identify these variables. This can be done through questioning. What are you trying to find out? What do you want to observe/measure? What do you want to change? What will you need to keep the same?

18. University of Winchester. PGCE Science 2011-1218 Variables (factors)  INDEPENDENT VARIABLES (IV) - identify what is to change. Changed by choice, different each time.  DEPENDENT VARIABLES (DV) - identify what is to be observed. Dependent on our actions. Measured to obtain results.  CONTROLLED VARIABLES - identify what is to be kept the same so that the effect of the IV can be observed.

19. University of Winchester. PGCE Science 2011-1219 Autogyros  Select a variable for investigation  Note why you think this variable will have an effect - note prediction and hypothesis  Use a planning board to organise your investigation  Consider safety  Carry out the investigation - note use of observation, prediction, hypothesis.

20. University of Winchester. PGCE Science 2011-1220 Evaluation Evaluate carefully your investigative procedures.  How accurate was your prediction?  What aspects of your procedure might you change if you were to carry out the investigation again?  What surprises were there? What did you discover that you hadn’t thought about or predicted?  What aspects of knowledge about forces and /or seed dispersal are developed in this investigation?

21. University of Winchester. PGCE Science 2011-1221 Puppets Project Exploring the use of puppets to engage and motivate children in conversations which help in their science education. http://www.puppetsproject.com http://www.puppetsproject.com Keogh, B., Naylor, S., Downing, B., Maloney, J. and Simon, S. (2006) ‘Puppets bringing stories to life’, Primary Science Review 92 pp26-28 http://www.ase.org.uk/htm/members_area/journals/p sr/pdf/psr_92/puppets_pg26.pdf http://www.ase.org.uk/htm/members_area/journals/p sr/pdf/psr_92/puppets_pg26.pdf

22. University of Winchester. PGCE Science 2011-1222 Discovery Dog KS1  Context – Naughty Nora is a mischievous puppy who causes lots of problems. Discovery Dog is Naughty Nora’s uncle. He tries to sort out the problems that she causes, but he needs help from the children to do this. Each story ends with Discovery Dog’s dilemma, which leads to an investigation.  Resources – Investigation Packs: Story booklets, planning frames, CDs linked to key ideas in NC Science  Puppets - Naughty Nora is a small puppet, suitable for children’s hands. Discovery Dog is a larger puppet designed for teachers use.

23. University of Winchester. PGCE Science 2011-1223 Evaluate this resource.

24. University of Winchester. PGCE Science 2011-1224 Investigative work When pupils:  have to make their own decisions  use some investigational procedures e.g. observing, measuring Definition from AKSIS project in Sherrington, R (1998) ASE Guide to Primary Science Education. Hatfield:Association for Science Education.

25. University of Winchester. PGCE Science 2011-1225 Types of investigations  Information-seeking  Comparing or fair-testing  Pattern-finding  Hypothesis-generating  How-to-do-it From Harlen, W (2000) The Teaching and Learning of Science in Primary Schools. London: David Fulton. Adapted from types identified in AKSIS (ASE /King’s College Science Investigations in Schools) Project.

26. University of Winchester. PGCE Science 2011-12 26 Safety in Primary Science “Risk assessment is little more than common sense and prudent primary teachers do it informally as a matter of course” (Ellis 2001, p7)

27. University of Winchester. PGCE Science 2011-1227 Safety in Science  Safety is the legal responsibility of the employer  Teachers have a duty of care towards the children  Most employers adopt County Guidelines and/or ‘Be Safe!’ (Ellis 2001)  Evidence of planning for safe practice is found in lesson plans, schemes and policies

28. University of Winchester. PGCE Science 2011-1228 Hazard and Risk  HAZARD - anything with the potential to cause harm  RISK – the likelihood of actual harm from any hazard  Risk Assessments attempt to avoid PREVENTABLE harm

29. University of Winchester. PGCE Science 2011-1229 Teaching Safety  ASE suggest teachers are good at teaching SAFELY, not so good at teaching SAFETY, i.e. pupils learn the rules and implement them without real understanding  Safe practice is a theme in the NC Breadth of Study (BoS)

30. University of Winchester. PGCE Science 2011-1230 Directed Tasks – reading  1. Read Roden (2005) in reading pack. Complete the ‘personal response’ tasks and bring your notes to the next session. And Either  Edition 4: Read Harlen and Qualter (2004) Chapters 10 ‘Ways to develop process skills’ + pgs203-205, 2 ‘Children’s own ideas’ and 7 ‘A framework for learning in science’. OR Edition 5: Ch.5,Ch.6, and Ch.10

31. University of Winchester. PGCE Science 2011-1231  Directed Tasks - auditing  Complete SAFETY WORKSHOP  Revise subject knowledge on topic for next week: Materials and their properties.

32. University of Winchester. PGCE Science 2011-1232  Observe children’s use of skills in science. Use Harlen and Qualter’s (2004) ‘indicators’ to guide your observations.  Make notes on the teacher’s role in skill development. Directed Tasks – school-based Directed Tasks – school-based