Purposes of practical science Good Practical Science Making

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Purposes of practical science Good Practical Science - Making it happen Writing a policy

Purposes of practical science Good Practical Science - Making it happen Writing a policy Supported by the Gatsby Charitable Foundation

Outcomes The outcomes of this session are to: • Consider the various purposes for

Outcomes The outcomes of this session are to: • Consider the various purposes for using practical activities in science lessons • Identify strategies for organising practical activities which have a specific purpose • Clarify how practical science can contribute to different aspects of science education

What are the purposes of practical science? The authors of the Good Practical Science

What are the purposes of practical science? The authors of the Good Practical Science report spoke to many teachers, in several different countries about the reasons for doing practical work in science lessons. Their responses can be found in the summary report. In this module we will focus on the three key reasons: • Developing an understanding of the scientific approach to enquiry • Developing knowledge and understanding of the natural world • Learning how to use laboratory equipment and how to carry out standard procedures

Task 1 – Adapting a practical activity for a particular purpose You are going

Task 1 – Adapting a practical activity for a particular purpose You are going to construct a paper rocket and fire it using compressed air. Later you will be asked to plan how you would adapt this activity to focus on a specific purpose. The instructions for assembling the rocket are provided on handout 1. Handout 2 is a template for two paired fins, to be cut out and attached on opposite sides of the rocket base. Caution: launching the rocket needs care as they can travel considerable distances and at considerable speed.

Task 1 continued Group A – discuss the processes that could be developed by

Task 1 continued Group A – discuss the processes that could be developed by students doing this activity (e. g. determining a range of values, the role of repeat readings, analysis of data) and how you might adapt the activity to maximise student progress in developing those processes Group B – discuss the scientific concepts (e. g. force, gravity) that could be explored using this investigation, and how the activity could be developed to maximise the impact on student learning in these areas Group C – discuss the particular skills that students might develop by using this equipment and how you might run the activity and adapt it to maximise student progress in developing those skills

Task 1 plenary Possible outcomes may include: Group A –processes – a focus on

Task 1 plenary Possible outcomes may include: Group A –processes – a focus on measurement, data collection (accuracy and quantity) and data analysis. Need for instrumentation and repeatability. Group B – scientific concepts (e. g. force, gravity) – focus on pressure exerted, trajectory, mass and design of rocket. May include analysis of flight path on different trajectories. Group C – particular skills – focus on construction process, problem solving, safe handling of apparatus. Does the apparatus launch the rocket ‘effectively’?

Making it more effective

Making it more effective

Task 2 – analysing a practical activity In this task you will review a

Task 2 – analysing a practical activity In this task you will review a practical activity that you have recently used with a class, or a practical activity you believe to be particularly effective at helping pupils learn some aspect of science. You are going to be asked to identify your learning intentions for the activity, and to think about how the pupils tackled the activity and what they learned from it.

Task 2 – analysing a practical activity 1. Briefly describe a practical activity you

Task 2 – analysing a practical activity 1. Briefly describe a practical activity you have used recently, under ‘Name of activity’. 2. Identify your intended learning outcomes by ticking the appropriate columns for your chosen practical activity. For the rest of this task, focus on those columns you have ticked. 3. Indicate whether most of the pupils attempted that aspect of the activity as intended. Tick the boxes accordingly. 4. Insert ticks in the next row to show if pupils completed that aspect successfully. This is not a measure of what they understood but if the task was done. 5. Indicate in the next row whether you think that students had mastered that aspect. In other words, did it lead to learning, as described in the outcomes? 6. Finally, how do you know whether the pupils had learned what you intended them to? Add brief notes under each column used.

Task 2 – plenary Many different points may emerge from this activity, including: 1.

Task 2 – plenary Many different points may emerge from this activity, including: 1. Some may have included many columns as learning intentions. Focussing on a few learning intentions is more effective, and these intentions should belong to just one group (A, B or C) 2. Some may have found it challenging to complete all of the rows in the table. Have a clear idea of what feedback needs to be collected by the teacher to check impact of the activity. 3. Successful completion of the activity in terms of results collected does not automatically lead to pupil learning. This is what Millar describes as two levels of effectiveness which was explained in a previous slide.

Principles From the discussions and activities covered by this module, write down three or

Principles From the discussions and activities covered by this module, write down three or four statements (or ‘principles’) that summarise some of the issues that arose in this session For example, in your situation: • Why do you want to include practical science in the curriculum • How will practical science contribute to the overall science education of your pupils • How will you ensure that practical science activities are effective in achieving your intended goals

From principles to policy Compare the statements (principles) generated in the last activity by

From principles to policy Compare the statements (principles) generated in the last activity by different individuals and groups. Reach a consensus on which three are priorities for inclusion in a written policy, another three that could be included if space allowed.

From principles to policy Now consider the implications of these discussions for the development

From principles to policy Now consider the implications of these discussions for the development of policy. In particular, decide: • The overarching principles to embed in the policy • How the curriculum may need to be reviewed in particular instances • How teachers should undertake this and how they should be supported in so doing • How the effectiveness of the policy is to be evaluated