How Science Works

How Science Works (HSW)

Learning objectives

To recognise the strands of How Science Works in the national curriculum

To have ideas about how to deliver some of these strands

To have some experience in planning the delivery of some of the HSW activities

What is HSW?

Previous national curriculum for Key stages 3 and 4 Most of the statements in the Programme of Study refer to

knowledge Some statements refer to Ideas and evidence (to be delivered

while teaching the knowledge part of the curriculum) and some to Investigative skills

Current national curriculum – Key stages 3 and 4 Majority of the Programme of study is taken up with Key Concepts

and Key Processes (KS3) or HSW (KS4). Very little ‘knowledge’ explicitly stated – what is there is the ‘Range

and Content’.New national curriculum - KS3 (Sept 2014) and KS4

Most of the statements in the Programme of Study refer to knowledge

Some statements refer to Working scientifically (to be delivered while teaching the knowledge part of the curriculum) which includes Scientific attitudes and Experimental skills and investigations.

What is it? Key Stage 3

1. Key concepts

1.1 Scientific thinkinga Using scientific ideas and models to explain

phenomena

b Analysing and evaluating evidence from observations and experiments

1.2 Applications and implications of sciencea Application of science can bring about technological

developments and change the way people think

b Ethical and moral implications of using and applying science.

What is it? Key Stage 3

1. Key concepts

1.3 Cultural understandinga Modern science draws on a variety of valid

approaches to scientific practice from different cultures

1.4 Collaborationa Sharing developments across disciplines

What is it? Key Stage 3

2. Key processes2.1 Practical and enquiry skills

Pupils should be able to:a use a range of scientific methods and techniques to

develop and test ideas and explanationsb assess risk and work safely in the laboratoryc plan and carry out practical investigative activities, both

individually and in groups.

2.2 Critical understanding of evidencePupils should be able to:a obtain, record and analyse data from a wide range of

primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations

b evaluate scientific evidence and working methods.

What is it? Key Stage 3

2. Key processes

2.3 CommunicationPupils should be able to:a use appropriate methods, including ICT, to

communicate scientific information and contribute to presentations and discussions about scientific issues.

Organisation

Integral part of science course

Y7 upwards

Incorporate ‘How Science Works’ activities relevant to the topics discussed, allowing skills and confidence to be built up gradually

What is it? Key Stage 4

Data, evidence, theories and explanations

1 Pupils should be taught:a how scientific data can be collected and analysedb how interpretation of data, using creative thought,

provides evidence to test new ideas and develop theories

c how explanations of many phenomena can be developed using scientific theories, models and ideas

d that there are some questions that science cannot currently answer, and some that science cannot address

What is it? Key Stage 4

Practical and enquiry skills

2 Pupils should be taught to:a plan to test a scientific idea, answer a scientific

question, or solve a scientific problemb collect data from primary or secondary sources,

including using ICT sources and toolsc work accurately and safely, individually and with

others, when collecting first-hand datad evaluate methods of collection of data and consider

their validity and reliability as evidence.

What is it? Key Stage 4

Communication skills

3 Pupils should be taught to:a recall, analyse, interpret, apply and question

scientific information or ideasb use both qualitative and quantitative approachesc present information, develop an argument and draw a

conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools.

What is it? Key Stage 4

Applications and implications of science

4 Pupils should be taught:a about the use of contemporary scientific and technological

developments and their benefits, drawbacks and risksb to consider how and why decisions about science and

technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions

c how uncertainties in scientific knowledge and scientific ideas change over time and about the role of the scientific community in validating these changes.

Tricky tracks

Helps students to distinguish between observation and inference

Encourages pupils to look carefully at the evidenceEncourages pupils to discuss and develop theoriesAll ideas are valid unless there is further evidence

to suggest otherwiseDemonstrates how more evidence can change the

theoryAll can contributeThere is no ‘right’ answer Thinking about what other evidence to collect to

test theory

Tricky tracks

This addresses the following from the KS4 Programme of study

1b how interpretation of data, using creative thought, provides evidence to test ideas and develop theories

3c to present information, develop an argument and

draw a conclusion

4c how uncertainties in scientific knowledge and scientific ideas change over time

Which questions do scientists know the answer to? Which will they

never know?

1. Did dinosaurs die out when a meteor hit the Earth?

2. Why does the yolk of a hard-boiled egg go a funny green

colour around the edge?

3. Can human beings be cloned?

4. Will you live longer if you exercise regularly?5. Is it possible to travel back in time?

6. What will happen to the Universe eventually?

7. Is there life on other planets?8. Should insurance companies be allowed to ask if you are

genetically likely to develop diseases?

Risk

In groups of 3 or 4. The group should agree on a ranking of the risks from highest to lowest.

One person picks out from the cards the three which they are personally most concerned about.

These individuals explain the reasons behind their choices

Risk

Being in a minor car accidentDying from an asteroid collisionKilled by a falling coconut Catching fluDying from a heart attack

Risk

The key concepts of consequence and likelihood

Teaching strategies?

Doing practical work and analysing dataLooking at historical development of ideas

e.g. of structure of the atom.Using models to explain scientific

phenomena explicit recognition that this is a model clarity in which part of the model represents

which part of the object discussion of what the model can and cannot

explain refinement of the model (or adoption of a new

one) at later key stages, explaining why

Teaching strategies?

Looking at contemporary issues including discussion of social, economic and

environmental impact of decisionsdiscussion of ethical and moral

implicationsmedia reportingrisk

Teaching strategies?

DiscussionDebateHot-seatingRole-play and dramaDeveloping an argumentPresentation

What is your position as the teacher?

What are the pros and cons of:-Teacher is an impartial chairperson of a discussion

group.

Teacher makes known his/her views during discussion.

Teacher presents pupils with a wide, balanced range of alternative views.

Devil’s advocate - the teacher consciously takes up the opposite position to the one expressed by pupils or teaching materials.

STEM

Support for schools in science, technology and mathematics – National STEM Centre in York http://www.nationalstemcentre.org.uk/

Enrichment for pupils (challenges, hands-on workshops, science and engineering ambassadors)

Support for teachers in support centres (CPD)

Business links

How Science Works (HSW)

Learning objectives

To recognise the strands of How Science Works in the national curriculum

To have ideas about how to deliver some of these strands

To have some experience in planning the delivery of some of the HSW activities

References

BioEthics Education Project http://www.beep.ac.uk/content/index.php

Kind, V. & Kind, P.M. (2009) Teaching Secondary How Science Works, London: Hodder Education

Planet science http://www.planet-science.com

Physics Ethics Education Project http://www.peep.ac.uk/content/index.php

Science Year CDs, ASE http://www.sycd.co.uk/ http://www.sycd.co.uk/who_am_i/startfil/home.htm http://www.sycd.co.uk/is_there_life/startfil/home.htm http://www.sycd.co.uk/only_connect/startfil/home.htm http://www.sycd.co.uk/can_we_should_we/startfil/home.htm http://www.sycd.co.uk/aka_science/front-page/gen-res.htm http://www.sycd.co.uk/primary/index.htm

References

Strengthening teaching and learning in science through using different pedagogies Unit 1: Using group talk and argument (Science ‘PedPack’)

Strengthening teaching and learning in science through using different pedagogies Unit 5: Teaching the science of contemporary issues (science ‘PedPack’)

UPD8 http://www.upd8.org.uk/

Warren, D. (2001) The nature of science, London: Royal Society of Chemistry

Wellington, J. (2000) Teaching and learning secondary science, Abingdon: Routledge