faculty of education community and leisure: teacher education science education in the uk – a...

Faculty of Education Community and Leisure: Teacher Education

Science Education in the UK – A Journey…


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


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


Introduction of the National Curriculum


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)


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?


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?


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?


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


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


• “...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)


• 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)?


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?


The challenges


• 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


Effective Classroom Practice in teaching Science


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?


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

http://www.ofsted.gov.uk/inspection-reports/our-expert-knowledge/science



Training and supporting Science Teachers


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


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


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


• Full description of the National Teachers’ Standards can be found at:

https://www.education.gov.uk/publications/eOrderingDownload/teachers%20standards.pdf




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


In conclusion;


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


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


References

(https://www.gov.uk/government/speeches/guardian-he-summit



http://www.education.gov.uk/schools/teachingandlearning/curriculum/secondary/b00198831/science

https://www.gov.uk/government/speeches/guardian-he-summit






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