Swing through with Science: a project to support transition from

primary to secondary school through science; the primary

perspective

Susan Burr, Frances Simpson,

Faculty of Education, University of Strathclyde

Paper presented at the Scottish Educational Research Association (SERA)

Conference, Perth, 23-25th November 2006

Funded with help from AstraZeneca Science Teaching Trust

AbstractFor a number of years there has been considerable concern about the transition of pupils from primary to secondary school especially, in science. This problem has been attributed to a number of factors including, insufficient account being taken of pupils previous learning.This project uses bridging materials, ‘science passport’, to improve both the links between teaching staff and the children’s experience of science during transition. The passport, used during P7, will then progress with the pupil into S1 where it will serve as a record of a pupil’s prior attainment, providing evidence for the secondary staff and as a pupil ‘aide memoir’. The project is working with four clusters in the central belt of Scotland. Using questionnaires we are looking at pupil and teachers attitudes to science in P7 and S1, before and after using the passport. In depth interviews were also carried out with the teachers. This paper focuses on P7 pupil and teachers’ perceptions of science and the transition process at the start of the project. It highlights pupils enjoyment of science especially of experiments; primary teachers’ confidence in teaching investigations but a worrying lack of self esteem in teaching science especially physical science.

Introduction Swing through with Science aims to help schools to work together in clusters to enhance the transition experience in science for their pupils using a science passport. Whilst we therefore intend to monitor the children’s attitudes throughout the process, one of our main aims is to promote teachers working together.

The main aims of the whole project are to:

provide materials that allow P7 pupils to celebrate their achievements in

Science

provide a formative record for P7 pupils to take with them to their new

secondary school

improve the experience of moving to secondary school using science

recognize the links between the science they have done in primary and

secondary school

maintain pupils’ enthusiasm for science across the transition and on into S1

provide short introductory units for the start of S1 science that build on

previous experience and address the basic skills needed in S1 in a topic

format.

enhance the relationship between primary seven and secondary science staff

improve staff confidence in teaching science knowledge, understanding and

skills

This initial paper looks at the development of our science passport and the attitudes of the primary 7 pupils and their teachers to science and the process of transition.

Background

Previous research (Galton 2003) suggests that one of the main benefits from this kind of project is not perhaps the improvement in attainment but improved teaching and learning in both sectors coming from the joined up thinking of primary and secondary

teachers. These tend to be of a greater impact in terms of improved teaching and learning in both sectors. Whilst we therefore intend to monitor the children’s attitudes throughout the process, one of our main aims is to promote teachers working together. A number of studies have highlighted the lack of progress of pupils when moving from primary to secondary school.

In HMIE Ensuring Effective Transitions (2006) the chief inspector stated that “an effective transition should guarantee continuity and progression in children’s learning”

Previous HMIE reports such as Improving Achievement in Science (2005) highlighted major gaps in the coordination of the curriculum from P7 to S1, raising serious concerns about the lack of progression and continuity in pupils learning.

“schools and education authorities need to take steps to:• improve the overall quality of experience and attainment in, science at

P5 to S2• ensure that associated primary and secondary schools work together to

agree and implement a science programme which:• allow progressive development of knowledge, understanding and

skills• meets all pupils’ needs more effectively, particularly in S1, through

using a broad range of differentiation strategies to ensure challenge and support as appropriate”

The 6th Assessment of Achievement Programme (AAP) survey (2003) assessed pupil attainment in both Knowledge and Understanding (KU) and Skills strands, It also explored pupils informed attitudes to science and pupil experiences in science. It did not specifically study transition but many of the issues it highlighted will have an impact. The report highlighted a number of issues that would impact on future developments in the teaching and learning of primary and S1/2 science. Only just over a third of P7 pupils were secure (achieved 65%) in attainment at Level C (5-14 Environmental Studies national guidelines) and the majority (78%) did not show basic (50%) attainment at level D (5-14 ES). Writing skills in a science context were relatively poor at all stages. Fewer than 10% of P7 had achieved level D. This lack of writing skills may well have contributed to the inability to demonstrate knowledge and not be an expression of their understanding of concepts. The survey shows evidence that pupils have been thinking and talking about science ideas and explaining their understanding but have not been writing about their ideas, personal understanding and explanations. There was no evidence that numeracy skills were a barrier to the achievement of skills. In our experience, to talk but not to write about science, is a characteristic of many primary science lessons this would lead us to suggest that assessing pupils understanding through written tests might not be the most appropriate method.

The AAP survey also showed that pupil motivation towards science declined from P5 to S2. The survey findings suggest that transition arrangements, and the extent to which schools achieve continuity and progression will therefore become increasingly important

A number of studies have looked at various factors that might affect transition in science Braund and Driver (2002) at York University investigated what pupils think about practical work. Their main findings showed a failing of schools to build on previous competences. Primary pupils have a positive attitude to practical work and expected that practical would be a major part of the secondary experience. Clarkson and Wright (1992) stated that many teachers felt that little or nothing was gained from practical work in secondary science as far as the learning of scientific concepts was concerned. If S1 science is merely a repetition of basic skills and not the exciting and new work they expect, then this could have a demotivating effect on pupils. In England there is the added fact that the last year in English primary schools is dominated by preparation and the taking of SATs contributing to the fact that many pupils found that Yr 6 work was not as hard or as challenging as they had expected Braund and Driver 2002).Braud and Driver (2004) decided to use bridging tasks to improve transition. These units, examples of which include Fizzy Drinks and Bread, offer stimulating projects for pupils moving from Key Stage 2 to Key Stage3 (KS2 to KS3). The aim is to “provide work that is significantly different but forms a valid experience for Yr 7 pupils, recognising the level of practical skills and concept of learning that have occurred before and moves pupils on from this” Other people have recognised the need for bridging projects to help the transition process especially in Mathematics and English. A large number of literacy projects have already taken place including Scotland’s Building Bridges to Literacy (SEED 2003). The literacy trust provides a review of research, reports initiatives and case studies. The English Key Stage 3 strategy has produced some short bridging units for use in Mathematics and English (KS3 National Strategy, 2004). Other work suggests that there are a variety of reasons given for pupils not progressing

”pupil’s anxieties about their new environment, differing teaching styles, teachers’ ignorance of each others curriculum content and approaches and teachers distrust (of the other sector)”

(Galton, Gray and Ruddock 1999). Their recommendations include the need to develop mechanisms to allow:

• pupils to be able to ask questions about: things they don’t understand; concerns about classroom learning; teachers’ expectations

• the school to provide for a range of learning styles• teachers need to be able to evaluate the effect of their interventions on pupils

progress.Further work by Galton, et al (2003) concentrated on the transfer process (moving from one school to another). Their conclusions were that the year 7 curriculum was not challenging enough and that progress in attainment did not go along with positive attitudes to science. There was a need to direct efforts to the academic aspects of transfer; initiatives should sustain the excitement of learning throughout all years. Post transfer pupils should be helped to develop a language for thinking and talking about their learning. Schools should recognise pupil maturity and give them responsibility.

In Northern Ireland, Jarman (1997) investigated continuity in science after the introduction of the NI curriculum. She found that only a few of the secondary teachers surveyed had taken account of pupil’s earlier work. Many teachers used the diversity

of primary experience as an excuse to ‘start again’. Many schools showed an initial enthusiasm for P/S liaison but this fell off as other work became took priority.Jarman also speculates that science in primary, due to the materials and presentation, may be remembered as episodic memory. This leads to incomplete recall based mainly on experience and context. In secondary school science is remembered as semantic memory. This mismatch can lead to pupils ‘not remembering having done’ a particular piece of science. Many secondary teachers from her survey and not just those who were dismissive of primary science commented on the ‘done it don’t know ‘syndrome.Harlen et al (1995) conducted their first survey investigating primary teacher confidence in science. They concluded that there was a problem with up to 60% of primary teachers needing help in some aspects of understanding in science and technology and 30% needing a good deal of help.

“The strategies used to cope in these circumstances result in restricted and often unbalanced opportunities for pupils to learn science and technology”

Follow up work showed that primary teacher confidence in science was rising (1997).The questionnaire was the same as in the previous work exploring the following ideas:

• Confidence in teaching science and technology compared to other areas of the curriculum

• How confident they were in developing pupils KU and investigation skills• How difficult they found the professional skills used in science

This increase in confidence was encouraging but there was still a need for targeted in-service and help with interpreting the 5-14 guidelines (LTScotland 2000).

Methodology A number of questions were posed by the project, this initial paper will look at those relevant to primary 7 pupils and teachers.

Research question 1 investigated the attitudes of P7 and S1 pupils towards science. This paper will focus in on the attitudes of P7 pupils in a number of areas (see diagram 1.1)including enjoyment of science; teaching and learning of science; expectation of science in secondary school and science as a career.

Diagram 1.1

Research question 2 investigated the attitudes and experience of P7 science teachers This question (see diagram 1.2) was also subdivided into a number of areas, firstly, their confidence in teaching science. This was further divided into science knowledge, carrying out investigations and teaching approaches. Their understanding of the perception of secondary teachers to primary science, knowledge of S1 course, CPD provision and opinion of current transition support were also investigated.

Diagram 1.2

All pupils in Primary 7 of the schools were asked to complete a questionnaire (see table1.1) at the beginning of the year (August 2006) before using the passport. They will also complete the questionnaire at the end of P7 after using the passport. Finally they will be asked to complete a third questionnaire in October (2007) of their S1 year.

Attitudes of P7 pupils

Enjoyment of science Teaching and learning Expectation of secondary science Science as a career

Work style (group ,or individual

work

Writing and number work

Attitudes of P7 teachers

Confidence in science Secondary science CPD

knowledge Skills/investigations

Teaching approaches

Other issues

Transition process Sec teachers and primary science

Their teachers also completed a questionnaire (see table 2.2). All P7 teachers involved in the project were interviewed as well as any teacher responsible for science who was not a P7 teacher that year.The interviews were semi structured exploring the same themes as the questionnaire but with the opportunity to discuss issues in detail and to bring up any other areas of interest. The interviews also asked teachers what they hoped to gain from using the passport. The interviews were recorded and transcribed. To ensure reliability both researchers listened to the recordings and contributed to the subsequent analysis.

Development of Swing through with Science passport

The original idea for a passport came from a range of materials that were produced by the Association for Science Education for Science Year(2002). The Swing through with Science passport (Simpson, Burr 2006) consists of a booklet containing a range of formative assessment type activities. These ‘Active Assessment’ style activities have been developed from the ideas of Brenda Keogh and Stuart Naylor(2004). The activities would be used by P7 children for all, or part, of their final year in primary school. It provides a record of achievement, skills and understanding that would travel with them to their secondary school where the last section of the booklet would provide the basis for the introductory sessions in S1 science. The booklet has been adapted to support the different schemes of work within the cluster schools taking part in the project. Each cluster therefore has an individual passport to fit in with their scheme of work.The authors in their experience of working with a wide range of schools felt that the materials offered to pupils at the start of S1 were not challenging enough. Many S1 science teachers feel that pupils must be introduced to ‘working in a lab’ and this topic often extends for many weeks. Other people including Stevenson (1999) agree that “schools are only partially successful in building on pupils” prior attainment. In particular “introductory units are often lacking in demand”. We would also agree that these units are more likely to disadvantage the more able pupils who come with great energy and enthusiasm for science. New material was therefore also written for the secondary schools providing a series of individual projects building on the Primary topics (level C and D). In a series of small investigations, the basics of working in a specialist science room, using laboratory equipment, calculations etc. were covered within the context of soil analysis. Another topic builds on previous work on classification dealing with the making of biological keys. This part of the passport also included extra items to fit in with the existing courses in schools..

Fig1.1 showing an example of an Earth and Space activity

Passport: Earth and Space4. Look at these sentences. If you agree with them put a green dot in the box, If you partly agree with them put an orange dot and if you don’t agree put a red dot.

All the planets take the same amount of time to orbit the Sun.

The planets stay in orbit around the Sun because of a force called gravity.

Oxygen is the main gas in our atmosphere.

Fig 1.2 showing an example of an Energy and Forces activity

Passport: Energy and Forces

.1.Look at the materials in the boxes below. 2.Colour in red the materials that are energy sources (fuels) 3.and in blue the materials that are not.

food

petrol

oil

gasconcrete

glass

plastic

iron

coal

Pupil Questionnaires

The Primary 7 questionnaire (see table1.1), used a three point scale to investigate the opinions of primary seven pupils in the 12 schools involved in the study. Areas that were investigated were enjoyment of science (q1,6,9), working style (q2,3,4), difficulties (q5,6,7), expectations of S1 secondary science (q10,11,12,13,14,15), general feelings about secondary school/science (q10,14,15) career expectations (q16,17). At the end of the questionnaire there was also an open question ‘Science is all about ……..

Table1.1 : P7 pupil questionnaire

Q I agree

(

I do not agree or disagree (

I disagree

(1.1 I enjoy science

1.2 I like to do lots of experiments

1.3 I like working in groups

1.4 I like to work on my own

1.5 I find science difficult

1.6 I get bored in science

1.7 I find the writing in science difficult

1.8 I find the number work difficult in science

1.9 I enjoy working out problems in science

1.10 I am looking forward to doing science in secondary school

1.11 I will do lots of new science experiments in secondary school

1.12 There will be new ideas in science in secondary school

1.13 I will find science interesting and exciting in secondary school

1.14 I think I will find science difficult in secondary school

1.15 I am worried about how I will cope in science in secondary school

1.16 I hope to be a scientist when I leave school1.17 I would like to study science throughout my

secondary school career

Teacher Questionnaire

These followed a similar format but questioned their enjoyment and confidence (q. 1,2,3,4,5,10), preferred teaching styles (q. 6,7,8), links with secondary colleagues (q.9,11,12,13,16), knowledge of S1 topics (q.14,15) and CPD experience (q.17). In addition, the questionnaire had several open questions on the topics of assessment, topics covered in P7, activities linked with the secondary school and a chance to add any other comments.

Table1.2: primary teacher Q I strongly

agreeI agree I neither

agree or disagree

I disagree

I strongly disagree

3.1 I enjoy teaching practical science

3.2 I am confident teaching science

3.3 I am confident teaching about Energy and Forces

3.4 I am confident teaching about Living Things

3.5 I am confident teaching about Earth and Space

3.6 I like to do practical work with my pupils

3.7 I like to demonstrate science experiments to my pupils

3.8 I like to do whole investigations with my pupils

3.9 I talk with my secondary colleagues about the science they are doing

3.10 I feel confident that the science work I have done in P7 is of a high quality

3.11 I feel confident that the secondary school knows what science is completed in P7

3.12 I am happy that the secondary science department takes account of the information passed on from P7 teachers

3.13 I am happy that we send quality science assessments to the secondary school

3.14 I know what topics will be covered in S1

3.15 I am aware of the balance between written and practical work in S1 course

3.16 I am happy with the support I get from secondary colleagues

3.17 I have opportunities to take part in science CPD

Results : questionnaires and interviews

All the primary 7 teachers (20) using the passport were interviewed and completed the questionnaire, although they did not answer all the questions perhaps feeling that they were repeating themselves. The interviews were able to explore the following areas in depth.

What is the Primary 7 teachers current confidence in teaching science?

Knowledge of sciencePrimary teachers have low self esteem with regard to science especially in knowledge. Below is a selection of the comments which reflect the opinions of all the teachers interviewed.

“Not a sciency person” “avoid science”“ less confidence in Living things”, “aspects of Energy & Forces, especially electricity/circuit symbols””You can forget between lessons,….it helps to have done P6””not scientifically minded”, “weak in science” “Energy and Forces lack of confidence”, “Living things, animals OK plants would like more stimulating learning” (activities)’ ”Energy and Space- lack of confidence”, “not scientifically minded”, “not good at science”, “not got a good understanding of science”

Skills In the area of skills teachers felt more confident. Comments included:

“First time difficult but when organised OK”, “Doing investigations takes organisation but well worth doing since it increases pupil confidence, encourages pupils to find out” “(I like) pupil led approaches especially if they help pupils”“Happy with practical work”

IssuesThere are many issues associated with teaching science in the primary school but the list below typifies those most mentioned.

the type of practical activity, fun but limited by health and safety, lack of staff(help) lack of workspace, large classes (30) availability of resources.

What is the primary teachers’ perception of the secondary schools attitude to primary science ?

Below is a selection of comments by primary teachers, these represent all the clusters.

”a waste of time”, ‘”just touching the surface”, “S1 teachers want to start at the beginning””Primary science more difficult than a few years ago””Jack of all trades, master of none””Generally secondary teachers don’t have a good opinion of primary, also in science””older childrens‘ parents more interested in language and maths””decent basis, joint projects used to be good ( 8/9 yrs ago)””not specialised””why are we teaching this science in primary”, “(they think we’re) doing first year science,…. some should be left to secondary”

The teachers also volunteered their own opinions about the situation: “Primary and secondary teachers need to get together and decide who

is doing what” “..clear boundaries are needed between secondary and primary

schools” “(primary teachers) don’t know what goes on in secondary science.”

P7 Teachers expectations for passportAll the teachers interviewed were positive about the Passport and its role in improving the teaching and learning of scienceThis is a selection of the comments made:

Taking it with them will be good for S1 teachers, improve links with secondary

More confidence Help liaison with secondary Better insight Be able to see what happens in secondary Assessment tool Good reminder when in secondary Forge better links Support idea that learning in secondary and primary similar Pupils will have an accurate record of what they have done Hope that work will not be repeated Looking forward to using it Kids will enjoy Help to make science better Long overdue

Results of pupil questionnaires

The questionnaires were analysed and converted into percentages then grouped according to category see graphs 2.1, 2.2, 2.3, 2.4. 386 pupils, 194 boys and 192 girls from 10 schools answered the questionnaires.

Graph 2.1 : Enjoyment of science , all P7 pupils

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

I agree I neither agree nor disagree I disagree

percentage

enjoybored

Graph 2.2 : Work style, all P7 pupils

0.0

10.0

20.0

30.0

40.0

50.0

60.0

70.0

80.0

90.0

I agree I neither agree nor disagree I disagree

percentage

exptsgroupsown

Graph 2.3 : Difficulties in Science all P7 pupils

0.0

10.0

20.0

30.0

40.0

50.0

60.0

I agree I neither agree nor disagree I disagree

percentage

writingnumber

Graph 2.4 : Science in Secondary Schools, all P7 pupils

0.0

10.0

20.0

30.0

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90.0

I agree I neither agree nor disagree I disagree

percentage

looking forwardnew exptsnew ideasexciting

Comparing boys and girls

To see if there were any differences between the attitudes of boys and girls Chi squared tests where applied to the data.

Question 7 I find writing difficult and Q17 I would like to study science throughout my sec school career showed suggestive evidence of differences. Girls find writing in science more difficult and more girls disagree that they would like to study science.

Q9, I enjoy working out problems, Q10, I am looking forward to doing science in secondary school and Q16, I hope to be a scientist show moderate evidence of differences. Boys enjoy working out problems more in science, girls fall into the neither category. Boys are looking forward to studying science and 80% of girls disagree that they will be scientists.

Graph 2.5 : Differences between boys and girls, primary 7 pupils

0.0

10.0

20.0

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80.0

90.0

I agree I neitheragree nordisagree

I disagree I agree I neitheragree nordisagree

I disagree I agree I neitheragree nordisagree

I disagree

percentage

writing difficultworking out problemslooking forward to sec.sc.science as careerstudy science in sec

all boys girls

Pupil commentsIn addition to the questionnaire we asked pupils to complete the sentence Science is all about……. Below are some samples

“--biology. Finding about human bodies and animals. Chemistry mixing different chemicals. Physics finding why things happen.

--chemistry, physics and biology. Chemistry is about blowing up things. Physics is about gravity and things. Biology is about plants.

-- discoveries and inventions and how things work (eg the human body)--working out problems, doing experiments and having fun!

--learning but at the same time having fun.

--working hard and concentrating.

--finding out new things.

--experiencing new stuff.

--persevering and working out how to solve problems”.

Comments were analysed by looking for specific words and scoring the responses. About half of the comments mentioned the word experiments, P7 pupils have a clear idea that science is all about experiments. What they define as such has not been explored in detail but from experience we would suggest that this would refer to any activity from small scale practical to whole investigations. Other ideas scored were problem solving, discovering, learning and thinking, all these ideas were mentioned only by a few pupils. Pupils already have a sense of the diversity of science, about a third of pupils mentioned discrete subjects by name (Chemistry, Biology and Physics) or sometimes by activity. Interestingly many pupils mentioned science as fun and exciting .

Discussion and Conclusions

In conclusion primary teachers are confident in skills but still lacking in confidence in KU especially Energy and Forces. They still feel that secondary teachers do not think much of primary science. They have a lack of self esteem, which cannot help their confidence in teaching science. Those who had confidence were science specialists either by choice or by training.

This confidence in skills and less confidence in KU may be mirrored by their pupils results as shown by the AAP survey (2003 ). In KU, a third of pupils are secure at level C, the majority have not achieved level D and in Skills a third of pupils attained level D.

Ten years ago many other issues were raised in Harlen’s work about primary science (1995,1997) Some of those that have been implemented are highlighted below.

“Ensure acquisition and accessible storage of resources and materials” Most of our schools had, but some teachers still raised concerns about the type of resources they had.

“Facilitate, whenever possible , technician / auxiliary help” Many schools had auxilary help but no specialist technician, where help was available it made a great difference and encouraged teachers to allow pupils to participate in group practical work.

“Assist all staff to identify their professional development needs,Plan provision of school based, cluster based CPD”,

There was no evidence of cluster based CPD, all the schools had access to a range of CPD. As might be expected primary teachers chose courses that focused on the age/stage they were teaching. This caused problems when they moved classes, as had happened with a number of the teachers in our project.

Our primary teachers had little contact with their science secondary colleagues. We found a worrying lack of communication between primary and secondary classroom teachers. Each cluster ran a number of pupil induction days in the summer for P7. Pupils were engaged in a number of activities but their teachers returned to school and the opportunity for liaison was not used.They was an overwhelming feeling that secondary teachers had a low opinion of the science taught in primary schools, even that it was not appropriate to teach science in the primary schoolOur primary teachers were a self selecting group but they are very positive about using the passport. In the future they felt that all teachers needed to be clear about the role of the passport, they needed to talk about and collaborate in the production of P7/S1 courses

Pupils starting P7 are looking forward to studying science in S1. |There is an expectation that science is going to be ‘experiments’ but also that science will be fun and exciting.

They already have a sense of three sciences and see science as fun exciting, doing things, discovering.They enjoy science but are not so sure about whether they are bored or not. They don’t perceive any difficulties in writing or number work in science. They also enjoy group work. This may well have implications for the science we teach in secondary and for the teaching approaches we use. S1 science does have practical work but also has a lot more individual work which is often based on writing and reading. Pupils are looking forward to science in secondary school, and agree that it will be full of new ideas and experiments.Galton et al (2003) suggest that pupils get a buzz out of secondary school with its challenges and new experiences so we need to recognise the differences and acknowledge them in secondary school. There are some differences between boys and girls. Interestingly girls are less confident about writing in science, this was unexpected since girls are often seen to be better at creative writing. Maybe this is not applicable to the type of functional writing used in science. Boys enjoy the problem solving aspects of science. In terms of the future more boys hope to be scientists and show more likelihood of studying science. It will be interesting to see if these trends are still present at the end of P7.

The futureAt the end of P7, after using the passport, we will again survey the pupils and their teachers. They will be surveyed again in October of S1.The current S1 pupils and their teachers will be surveyed in a similar manner to our Primary pupils and staff. This group will act as a control group and give us insights into the attitudes of this group before the using of the passport.We also aim to provide support for teachers by running some joint CPD sessions and responding to any requests for support.

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