Post on 22-Dec-2015
Faculty of Education Community and Leisure: Teacher Education
Science Education in the UK – A Journey…
Faculty of Education Community and Leisure: Teacher Education
Evolution of Science Education in UK over last 25 years – a case study
AimsWhy 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
Science Education in the UK – A Journey
Faculty of Education Community and Leisure: Teacher Education
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
Science Education in the UK – A Journey
Faculty of Education Community and Leisure: Teacher Education
Introduction of the National Curriculum
Faculty of Education Community and Leisure: Teacher Education
Arguments for teaching science?
• Utilitarian
it is useful
• Economic
prepares a skilled workforce
• Democratichealthy democratic societies need scientifically literate citizens
• Culturalscience is a cultural achievement to be appreciated by all
Millar, R. and Osborne, J. (2006)
Faculty of Education Community and Leisure: Teacher Education
Knowledge and understanding of science helps pupils...
Science is an important part of contemporary culture and is relevant to, and has implications for, people of all nations
...make sense of the natural world
Science is interesting and intellectually stimulating
Alsop, S. and Hicks, K. (2001)
...understand the basis for decisions in an increasingly technological world
...develop problem-solving skills
Arguments for teaching science?
Faculty of Education Community and Leisure: Teacher Education
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?
Faculty of Education Community and Leisure: Teacher Education
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
When did the journey begin?
Faculty of Education Community and Leisure: Teacher Education
A ‘Broad and Balanced’ curriculum which includes:
Process Science“ doing Science” - becoming well versed in
designing methodologically sound scientific experiments
Content Sciencelearning the complex subject matter of science
Science in the National Curriculum
Faculty of Education Community and Leisure: Teacher Education
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• PhysicsThe same 4 areas are studied from 5 - 16
Science in the National Curriculum
Faculty of Education Community and Leisure: Teacher Education
• “...to enhance general ‘scientific literacy’ undistorted by the need for the specialist training of the few who become scientists...”
Purpose of teaching science in schools?
Millar, R. and Osborne, J. (1998)
Faculty of Education Community and Leisure: Teacher Education
• 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)
Why teach Science in the primary school (5 – 11)?
Faculty of Education Community and Leisure: Teacher Education
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
Why teach investigative science?
Faculty of Education Community and Leisure: Teacher Education
The challenges
Faculty of Education Community and Leisure: Teacher Education
• 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?
The Challenges
Faculty of Education Community and Leisure: Teacher Education
Effective Classroom Practice in teaching Science
Faculty of Education Community and Leisure: Teacher Education
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.
How do we teach Science effectively?
Faculty of Education Community and Leisure: Teacher Education
These are the key elements identified by OfSTED inspectors• http://www.ofsted.gov.uk/inspection-reports/our-expert-knowledge/scien
ce
What has been identified as good practice in Science Education?
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
Faculty of Education Community and Leisure: Teacher Education
Training and supporting Science Teachers
Faculty of Education Community and Leisure: Teacher Education
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
Faculty of Education Community and Leisure: Teacher Education
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
Training to Teach
Faculty of Education Community and Leisure: Teacher Education
PART ONE: TEACHINGA teacher mustSet 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
National Teachers’ Standards
Faculty of Education Community and Leisure: Teacher Education
• Full description of the National Teachers’ Standards can be found at:
https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf
Faculty of Education Community and Leisure: Teacher Education
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
Training and supporting teachers
Faculty of Education Community and Leisure: Teacher Education
In conclusion;
Faculty of Education Community and Leisure: Teacher Education
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
Using evidence based research to improve science teaching
Faculty of Education Community and Leisure: Teacher Education
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
Faculty of Education Community and Leisure: Teacher Education
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