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Richard Aplin [email protected] Aplin [email protected]
Dave Whittle [email protected] Whittle [email protected]
Frank Fearn [email protected] Fearn [email protected]
Hampshire Inspection and Advisory Service, Hampshire Inspection and Advisory Service, Science TeamScience Team
An experiential model forAn experiential model for
professional developmentprofessional development
In a nutshellIn a nutshell
• We are not teaching students the right We are not teaching students the right thingsthings
• They are not enjoying it anywayThey are not enjoying it anyway
• Not sure boards and SNS have the right Not sure boards and SNS have the right models to rectify the problemmodels to rectify the problem
• We think we have a different approach We think we have a different approach that may helpthat may help
Students attitudes to secondary scienceStudents attitudes to secondary science
• Jonathon Osborne (SSR March Jonathon Osborne (SSR March 2008)2008)
• Drop off at KS2-3 transferDrop off at KS2-3 transfer
Crisis of scienceCrisis of scienceoror
crisis of science education?crisis of science education?
Simple definition of scienceSimple definition of science
• A body of knowledge acquired A body of knowledge acquired through the ‘scientific method’through the ‘scientific method’
• Finding truths through the Finding truths through the gathering and analysis of gathering and analysis of evidence.evidence.
Two issues with teaching Two issues with teaching how to be scientifichow to be scientific
• Do we have effective models for Do we have effective models for teaching how to be scientific? teaching how to be scientific?
– The discrete skills modelsThe discrete skills models
• Do teachers have sufficient experience Do teachers have sufficient experience of doing science themselves?of doing science themselves?
The experiential model The experiential model
Starting with the experienceStarting with the experience
• Do some proper scienceDo some proper science
The rising floating candleThe rising floating candle
Starting with the experienceStarting with the experience
• Do some proper scienceDo some proper science
• Unpick what made it feel like Unpick what made it feel like sciencescience
• Establish some ‘Non-Negotiables’Establish some ‘Non-Negotiables’
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0
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Starting with the experienceStarting with the experience
• Do some proper scienceDo some proper science• Unpick what made it feel like Unpick what made it feel like
sciencescience• Establish some ‘Non-Negotiables’Establish some ‘Non-Negotiables’• ““Go away and give students Go away and give students
opportunities to do what you just opportunities to do what you just did” (i.e. plan lessons around the did” (i.e. plan lessons around the NNs)NNs)
How did it go?How did it go?
• Feedback against NNsFeedback against NNs
• Identify blocks (student and Identify blocks (student and teacher)teacher)
• Agree foci for actionAgree foci for action
Less appropriate promptsLess appropriate prompts
• How would you improve your How would you improve your investigation?investigation?
• Draw a line of best fitDraw a line of best fit
• Write a method for your Write a method for your experimentexperiment
• And what you should have found And what you should have found out is……..out is……..
impactimpact
Aims of the project:Aims of the project:
1.1. Create a bank of tried and evaluated Create a bank of tried and evaluated teaching resources to develop children’s teaching resources to develop children’s scientific problem solving skillsscientific problem solving skills
2.2. Develop as professionals as a result of Develop as professionals as a result of collaborationcollaboration
3.3. Improve children’s problem solving skills over Improve children’s problem solving skills over the course of the project.the course of the project.
4.4. Increase the motivation of able childrenIncrease the motivation of able children
Students experience of the Students experience of the scientific processscientific process
• How would you check your How would you check your ideasideas in science lessons?in science lessons?
• How would scientists check their How would scientists check their ideasideas??
Ask
A
sk
teach
er
teach
er
Test
Test
Ch
eck
wit
h
Ch
eck
wit
h
oth
ers
oth
ers O
ther
Oth
er
Inte
rnet
/ In
tern
et
/ b
ooks
books
How would you check your ideas in science lessons?
Ask
A
sk
teach
er
teach
er
Test
Test
Ch
eck
wit
h
Ch
eck
wit
h
oth
ers
oth
ers O
ther
Oth
er
Inte
rnet
/ In
tern
et
/ b
ooks
books
How would scientists check their ideas?
80%80%
20%20%
40%40%
60%60%
After a year of the project?After a year of the project?
Ask
A
sk
teach
er
teach
er
Test
Test
Ch
eck
wit
h
Ch
eck
wit
h
oth
ers
oth
ers O
ther
Oth
er
Inte
rnet
/ In
tern
et
/ b
ooks
books
How would you check your ideas in science lessons? (Before)
How would you check your ideas in science lessons? (After)
Ask
A
sk
teach
er
teach
er
Test
Test
Ch
eck
wit
h
Ch
eck
wit
h
oth
ers
oth
ers O
ther
Oth
er
Inte
rnet
/ In
tern
et
/ b
ooks
books
80%80%
20%20%
40%40%
60%60%
Ask
A
sk
teach
er
teach
er
Test
Test
Ch
eck
wit
h
Ch
eck
wit
h
oth
ers
oth
ers O
ther
Oth
er
Inte
rnet
/ In
tern
et
/ b
ooks
books
How would scientists check their ideas? (before)
80%80%
20%20%
40%40%
60%60%
Ask
A
sk
teach
er
teach
er
Test
Test
Ch
eck
wit
h
Ch
eck
wit
h
oth
ers
oth
ers O
ther
Oth
er
Inte
rnet
/ In
tern
et
/ b
ooks
books
How would scientists check their ideas? (after)
SummarySummary
• 20% checked their ideas 20% checked their ideas by testingby testing
• 46% asked teacher46% asked teacher
• 20% checked their ideas 20% checked their ideas by checking with othersby checking with others
• Over 70% thought Over 70% thought scientists checked their scientists checked their ideas by testingideas by testing
• Only 7% thought Only 7% thought scientists checked their scientists checked their ideas with othersideas with others
• 36% checked their ideas 36% checked their ideas by testingby testing
• 26% asked teacher26% asked teacher
• 25% checked their ideas 25% checked their ideas by checking with othersby checking with others
• Over 70% thought Over 70% thought scientists checked their scientists checked their ideas by testingideas by testing
• Only 10% thought Only 10% thought scientists checked their scientists checked their ideas with othersideas with others
BeforeBefore After After
Has it improved the enjoyment Has it improved the enjoyment and motivation of students?and motivation of students?
• Three words to describe your Three words to describe your science lessonsscience lessons
0
10
20
30
40
50
60
70
80
enjoyable stimulating useful neutral poor
% r
espo
nse
Three words to describe your science lessonsThree words to describe your science lessons
Project studentsProject students
Comparator groupsComparator groups
SummarySummary• Starting from the experience has Starting from the experience has
encouraged teachers to give students encouraged teachers to give students more independence in their scientific more independence in their scientific thinking.thinking.
• The student experience better matches The student experience better matches their notion of what scientists dotheir notion of what scientists do
• Students are more positive about their Students are more positive about their science lessonsscience lessons
• The ‘product’ acted as a driver but is The ‘product’ acted as a driver but is not the valuable outcomenot the valuable outcome
Next stepsNext steps
• Making problem solving integral to Making problem solving integral to the development of students the development of students scientific ideasscientific ideas
• Extending the use of the Extending the use of the experiential model.experiential model.
Hampshire science teamHampshire science team
Richard Aplin Richard Aplin [email protected]@hants.gov.uk
Dave Whittle Dave Whittle [email protected]@hants.gov.uk
Frank Fearn Frank Fearn [email protected]@hants.gov.uk
Dave Dupont: Dave Dupont: [email protected]@hants.gov.uk
Pauline Patterson: Pauline Patterson: [email protected]@hants.gov.uk
