Introduction to ScienceIntroduction to Science

Primary GTP 2009/10Primary GTP 2009/10

What is Science?What is Science?

What is science?What is science?

The word science comes from the Latin The word science comes from the Latin Scientia meaning ‘knowledge’Scientia meaning ‘knowledge’

Literally, science is about knowing about the Literally, science is about knowing about the worldworld

Primary SciencePrimary Science

An intellectual, practical, creative and social An intellectual, practical, creative and social endeavour which seeks to help children better endeavour which seeks to help children better understand the world in which they liveunderstand the world in which they live

Involves them in thinking and working in Involves them in thinking and working in particular ways in the pursuit of reliable particular ways in the pursuit of reliable knowledge knowledge

(Sharp et al, 2002)(Sharp et al, 2002)

The Nature of ScienceThe Nature of Science

Science and primary science may mean Science and primary science may mean different things to different people.different things to different people.

What is What is youryour view of the nature of view of the nature of science?science?

No One Correct View!No One Correct View!

However, a mature However, a mature understanding of the nature of understanding of the nature of

science recognises the tentative science recognises the tentative nature of some scientific nature of some scientific

knowledgeknowledge

A broad consensus on some aspects:-A broad consensus on some aspects:-

Scientific enquiry involves the collection of Scientific enquiry involves the collection of data (evidence) to test/lead to explanationsdata (evidence) to test/lead to explanations

Scientific explanations are based on Scientific explanations are based on generalisations (laws) and theoretical models generalisations (laws) and theoretical models (theories)(theories)

A broad consensus:-A broad consensus:-

Proposing a law or theory always involves an Proposing a law or theory always involves an element of uncertainty (i.e. they are inevitably element of uncertainty (i.e. they are inevitably conjectural)conjectural)

Choices between theories are based on criteria Choices between theories are based on criteria such as accuracy of prediction, consistency, such as accuracy of prediction, consistency, coherence, breath of scope etc. Judgement, coherence, breath of scope etc. Judgement, however, is involved in deciding how these however, is involved in deciding how these apply to any given case.apply to any given case.

Science in the National CurriculumScience in the National Curriculum

2 Key stages in Primary2 Key stages in Primary KS1 Y1&2KS1 Y1&2 KS2 Y3-6KS2 Y3-6

4 Attainment Targets4 Attainment Targets Sc1: Scientific EnquirySc1: Scientific Enquiry Sc2: Life processes & living thingsSc2: Life processes & living things Sc3: Materials and their propertiesSc3: Materials and their properties Sc4: Physical processesSc4: Physical processes

SC1SC1Scientific EnquiryScientific Enquiry

What is it?

Ideas and Evidence

Importance of collecting evidence, linking cause & effect, creative thinking.

Investigative skills

Planning (P)

ask questions, decide how to find answers, predict, fair test.

Obtaining & Presenting evidence (O)

Control risks, explore, observe, measure, check, repeat, communicate.

Considering Evidence & Evaluating (C & E)

Comparing, patterns, conclusions, explain, review.

SC1 Scientific EnquirySC1 Scientific Enquiry

Investigative skills:Investigative skills:Not just a fair test!Not just a fair test!

Pattern SeekingPattern SeekingObserving & recording natural phenomena, carry out surveys the seeking patternsObserving & recording natural phenomena, carry out surveys the seeking patterns

Classifying & IdentifyingClassifying & IdentifyingArranging objects into sets, recognising objects as members of setsArranging objects into sets, recognising objects as members of sets

ExploringExploringMaking careful observations, or a series of observationsMaking careful observations, or a series of observations

Making ThingsMaking Things Designing, testing, adapting an artefact or systemDesigning, testing, adapting an artefact or system

Fair testFair testExploring relationships between variablesExploring relationships between variables

How can we find answers?How can we find answers?

Pupils come up with many questions.Pupils come up with many questions.

Can they recognise how to find the answers?Can they recognise how to find the answers?

Sort the questions on water or woodlice into the Sort the questions on water or woodlice into the correct type of enquiry.correct type of enquiry.

Deciding on an approachDeciding on an approach

New Star ScienceNew Star Science

Deciding on an approachDeciding on an approach

Scientific Enquiry GamesScientific Enquiry Games

‘‘Planning Posers’Planning Posers’

The Fair TestThe Fair Test

Children should be able to say whether a test is Children should be able to say whether a test is fair or not.fair or not.

To do this they need to be able to identify To do this they need to be able to identify variables (what can vary).variables (what can vary).

Falling SeedFalling Seed

What affects a seed’s fall?What affects a seed’s fall?

Junior Investigation

Our stimulus Having ideas! Developing a question.Aspects we could change

To collect our results we could measure or observe..

Our Question:

How does .. affect ..

(what I changed)(what I measured/observed)

My prediction:When I change … what will happen is..____________________________________________________________________________________________________________________________________________________________________________________________________________

I am going to make it a fair test by…_________________________________________________________________________________________________________________________________________________________________________________________________________ Finding Patterns in

Results

When I changed

what happened was.._________________________________________________________________________________________________________________________________________________________________________________________________________

I think this happened because …_________________________________________________________________________________________________________________________________________________________________________________________________________

To improve the investigation I would .._________________________________________________________________________________________________________________________________________________________________________________________________________

VariablesVariables

What could be changed?What could be changed?

What would you measure/observe to judge the What would you measure/observe to judge the effect?effect?

What would you need to keep the same for a What would you need to keep the same for a fair test?fair test?

Observing, Recording, PresentingObserving, Recording, Presenting

Obtain your results Obtain your results

Present your results in an appropriate Present your results in an appropriate way (or ways)way (or ways)

Analysing and evaluatingAnalysing and evaluating

What pattern did you notice in your results?What pattern did you notice in your results?

Why do you think you got this pattern?Why do you think you got this pattern?

Can you be sure of your results? Why?Can you be sure of your results? Why?

What improvements would you make if you What improvements would you make if you did it again?did it again?

Progression in Scientific EnquiryProgression in Scientific Enquiry

How do pupils move up through the levels?How do pupils move up through the levels?

Level 1

Level 2

Level 3

Level 4

Level 5

Levels Ladder

Simple observations

Comparisons

… because …

Recall & scientific Vocabulary

Content & models ( eg energy, forces)

Variety in Presenting!Variety in Presenting!

Present the results of your investigation as a Present the results of your investigation as a song to the tune of your favourite nursery song to the tune of your favourite nursery

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