university of winchester.gp11 pgce science 2011-12 1 pgce science part time route unit 1 the nature...
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University of Winchester.GP11 PGCE Science Science Portfolio Your portfolio should be a valuable resource and reflect your engagement with the course and school based experiences eg -Session notes -Directed reading / notes / tasks -Audits Confidence & UCLES -Self study -Cross curricular links, inc ICT -School based notes / examples -Reflections and target setting -Built up over the courseTRANSCRIPT
University of Winchester.GP11 PGCE Science 2011-12
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PGCE SciencePart time Route
Unit 1The Nature of Learning in Science:
Early Years and PrimaryInvestigative skills 1
University of Winchester.GP11 PGCE Science 2011-12
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Welcome
• Team• Equipment & Inventory• Safety• Learning Network• Audits• Recommended text• Reading Pack• Association for Science Education (ASE)• Science Portfolio• Reflective Learning Journal
University of Winchester.GP11 PGCE Science 2011-12
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SScience Portfoliocience PortfolioYour portfolio should be a valuable resource and Your portfolio should be a valuable resource and reflect your engagement with the course and reflect your engagement with the course and school based experiences egschool based experiences eg
- Session notesSession notes- Directed reading / notes / tasksDirected reading / notes / tasks- Audits Confidence & UCLESAudits Confidence & UCLES- Self studySelf study- Cross curricular links, inc ICTCross curricular links, inc ICT- School based notes / examplesSchool based notes / examples- Reflections and target settingReflections and target setting- Built up over the courseBuilt up over the course
University of Winchester.GP11 PGCE Science 2011-12
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Session intentions• Consider the nature of early science learning• Reflect further on the nature of primary science• Know science is a core subject• Know the format of the National Curriculum for Science
and Early Years Foundation Stage• Explore collections as a starting point for exploration
and investigation• Develop skills of accurate observation through sorting,
grouping and classifying in the context of ‘collections’.• Develop skill of raising questions that can be
investigated practically• Construct a key
University of Winchester.GP11 PGCE Science 2011-12
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Draw a scientist
University of Winchester.GP11 PGCE Science 2011-12
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Do all scientists wear white coats?
University of Winchester.GP11 PGCE Science 2011-12
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Science and science education• In a small group discuss
– What you think science is– What you think early years science is– What you think primary science is
– Reflect on possible similarities and differences.
University of Winchester.GP11 PGCE Science 2011-12
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Science education
– Skills mental and physical processes used to obtain, interpret and use evidence to gain knowledge and understanding
– Concepts / Knowledge or ideas that help understanding
– Attitudes which show willingness to ask questions and debate, and to learn more.
University of Winchester.GP11 PGCE Science 2011-12
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Collections: developing observation in primary science
• Observe one item using the senses appropriately
• Refine and develop your observation using magnification and /measurement
• Explore fully the range of equipment provided; it is all at primary level (note digital microscopes)
• Compare your item with another from your collection, listing similarities and differences
• Use the differences as a basis for sorting the complete set
University of Winchester.GP11 PGCE Science 2011-12
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Developing the skill of Observation
• Scientific observation is fundamental to the processes of exploration and investigation
• Observation is developmental. Teaching develops and refines the skill and this needs careful planning throughout the key stages
• Children should be encouraged to use all their senses in observations, appropriately and safely.
University of Winchester.GP11 PGCE Science 2011-12
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Developing the skill of Observation
• As part of explorations children will– Make use of all the senses– Notice details– Identify similarities and differences– Sequence events– Use aids to observation– Classify using their own criteria– Record their observations in different ways
University of Winchester.GP11 PGCE Science 2011-12
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Observation generates questions
• Make a list of the questions that might be prompted by the collection
• Sort the questions into:-those that would be difficult to answer-those that could be answered by secondary research-those that could be investigated in the classroom
University of Winchester.GP11 PGCE Science 2011-12
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Children’s questions
Children need:• appropriate stimuli to encourage them to
raise questions• time to formulate their own questions• an atmosphere conducive to asking
questions• a teacher who acts as a role model in
asking questions.
University of Winchester.GP11 PGCE Science 2011-12
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Classification KeysExamples:
Woodlice key http://www.nhm.ac.uk/nature-online/life/other-invertebrates/walking-with-woodlice/identification.html
Accessed 25/09/07
Buzz Gamehttp://www.rspb.org.uk/youth/play/buzz.asp
Accessed 25/09/07
*Note useful web references in your fileNote Flexitree software
University of Winchester.GP11 PGCE Science 2011-12
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Making Keys
• Note the links between sorting and classifying activities and classification techniques.
• Use one collection to make a simple identification key.
• Note where the skills of observing, sorting and classifying come in the NC. What are the differences between KS 1 & 2?
University of Winchester.GP11 PGCE Science 2011-12
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The Early Years Foundation Stage - areas of learning
• personal, social and emotional development• language and literacy• mathematical development• knowledge and understanding of the world
(KUW)• physical development • creative development
http://www.standards.dfes.gov.uk/eyfs/
University of Winchester.GP11 PGCE Science 2011-12
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Knowledge & Understanding of the World (KUW)
• 2.13 Children must be supported in developing the knowledge, skills and understanding that help them to make sense of the world.
• Investigate objects and materials by using all of their senses as appropriate.
• Find out about, and identify, some features of living things, objects and events they observe.
• Look closely at similarities, differences, patterns and change.
• Ask questions about why things happen and how things work.
University of Winchester.GP11 PGCE Science 2011-12
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Knowledge & Understanding of the World (KUW)
Early science learning –
what does this ‘look like’?
University of Winchester.GP11 PGCE Science 2011-12
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TASK - Toys!
Explore … and recognise …fundamental starting points for early science.
University of Winchester.GP11 PGCE Science 2011-12
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The National Curriculum - Science (DfES 1999)
Browse and note structure of the document –
Sc 1 Scientific EnquirySc2 Life Processes and Living ThingsSc3 Materials and their PropertiesSc 4 Physical Processes
Note Breadth of Study
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TASK - Use NC document to trace expectations for the skills of observation, sorting, classifying and raising questions in KS1 & 2.
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Directed tasks - reading• Read de Boo ( 2000) in reading pack.
Summarise the nature of early science learning.• Read Oliver (2006) in reading pack. Be prepared
to discuss the children’s work in this chapter.• Read Harlen and Qualter (2004) Chapters 1
(Primary Science in Action), and 5 (Experiences that promote learning in science). Summarise and annotate the main points.
• OR- In Edition 5 of H&Q read Ch.1 and Ch.4 and pages 26-28.
University of Winchester.GP11 PGCE Science 2011-12
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Directed tasks - reflection
• Access Powerpoint ‘Attitudes in Science’ (LN) and complete reflection task.
• See the Association for Science Education website at www.ase.org.uk You can access publications (note Primary Science, formerly Primary Science Review) by logging on as ‘University of Winchester’, Password ‘L18664’.
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Directed tasks – additional sources
See Science in the Foundation Stage CPD Unit at www.azteachscience.co.uk
See if you can find any Early Years science policies on the internet. You may be able to access one on the ASE site.
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Note Support References• Johnston (2005) Early Explorations in Science
(2nd Edition) Buckingham: Open University Press
• Clarke, H., Egan, B., Ryan, C. & Fletcher, L. (editors) (2006) Teachers and Young Children Exploring Their Worlds Together. Research in Action Occasional Papers 2005-2006 Early Years Science Winchester, University of Winchester.