1. How Science Works

2. How Science Works (HSW)
Learning objectives
To recognise the strands of How Science Works in the national curriculum
To have ideas about how to deliver some of these strands
To have some experience in planning the delivery of some of the HSW activities

3. What is HSW? Previous national curriculum for Key stages 3 and 4
Most of the statements in the Programme of Study refer to knowledge
Some statements refer to Ideas and evidence (to be delivered while teaching the knowledge part of the curriculum) and some to Investigative skills
Current national curriculum – Key stages 3 and 4
Majority of the Programme of study is taken up with Key Concepts and Key Processes (KS3) or HSW (KS4).
Very little ‘knowledge’ explicitly stated – what is there is the ‘Range and Content’.
New national curriculum - KS3 (Sept 2014) and KS4
Some statements refer to Working scientifically (to be delivered while teaching the knowledge part of the curriculum) which includes Scientific attitudes and Experimental skills and investigations.

4. What is it? Key Stage 3 1. Key concepts 1.1 Scientific thinking
a Using scientific ideas and models to explain phenomena
b Analysing and evaluating evidence from observations and experiments
1.2 Applications and implications of science
a Application of science can bring about technological developments and change the way people think
b Ethical and moral implications of using and applying science.
1.1 Scientific thinking
a Using scientific ideas and models to explain phenomena and
developing them creatively to generate and test theories.
b Critically analysing and evaluating evidence from observations and experiments
1.2 Applications and implications of science
a Exploring how the creative application of scientific ideas can bring about technological developments and consequent changes in the way people think and behave.
b Examining the ethical and moral implications of using and applying science.

5. What is it? Key Stage 3 1. Key concepts 1.3 Cultural understanding
a Modern science draws on a variety of valid approaches to scientific practice from different cultures
1.4 Collaboration
a Sharing developments across disciplines

6. What is it? Key Stage 3 2. Key processes
2.1 Practical and enquiry skills
Pupils should be able to:
a use a range of scientific methods and techniques to develop and test ideas and explanations
b assess risk and work safely in the laboratory
c plan and carry out practical investigative activities, both individually and in groups.
2.2 Critical understanding of evidence
a obtain, record and analyse data from a wide range of primary and secondary sources, including ICT sources, and use their findings to provide evidence for scientific explanations
b evaluate scientific evidence and working methods.

7. What is it? Key Stage 3 2. Key processes 2.3 Communication
Pupils should be able to:
a use appropriate methods, including ICT, to communicate scientific information and contribute to presentations and discussions about scientific issues.

8. Organisation Integral part of science course Y7 upwards
Incorporate ‘How Science Works’ activities relevant to the topics discussed, allowing skills and confidence to be built up gradually

9. What is it? Key Stage 4 Data, evidence, theories and explanations
1 Pupils should be taught:
a how scientific data can be collected and analysed
b how interpretation of data, using creative thought, provides evidence to test new ideas and develop theories
c how explanations of many phenomena can be developed using scientific theories, models and ideas
d that there are some questions that science cannot currently answer, and some that science cannot address

10. What is it? Key Stage 4 Practical and enquiry skills
2 Pupils should be taught to:
a plan to test a scientific idea, answer a scientific question, or solve a scientific problem
b collect data from primary or secondary sources, including using ICT sources and tools
c work accurately and safely, individually and with others, when collecting first-hand data
d evaluate methods of collection of data and consider their validity and reliability as evidence.

11. What is it? Key Stage 4 Communication skills
3 Pupils should be taught to:
a recall, analyse, interpret, apply and question scientific information or ideas
b use both qualitative and quantitative approaches
c present information, develop an argument and draw a conclusion, using scientific, technical and mathematical language, conventions and symbols and ICT tools.

12. What is it? Key Stage 4 Applications and implications of science
4 Pupils should be taught:
a about the use of contemporary scientific and technological developments and their benefits, drawbacks and risks
b to consider how and why decisions about science and technology are made, including those that raise ethical issues, and about the social, economic and environmental effects of such decisions
c how uncertainties in scientific knowledge and scientific ideas change over time and about the role of the scientific community in validating these changes.

13. Tricky tracks
Helps students to distinguish between observation and inference
Encourages pupils to look carefully at the evidence
Encourages pupils to discuss and develop theories
All ideas are valid unless there is further evidence to suggest otherwise
Demonstrates how more evidence can change the theory
All can contribute
There is no ‘right’ answer
Thinking about what other evidence to collect to test theory
Use ideas to explain phenomena
Critically analysing evidence from observations
Group work - collaboration

14. Tricky tracks
This addresses the following from the KS4 Programme of study
1b how interpretation of data, using creative
thought, provides evidence to test ideas and
develop theories
3c to present information, develop an argument and
draw a conclusion
4c how uncertainties in scientific knowledge and
scientific ideas change over time
Use ideas to explain phenomena
Critically analysing evidence from observations
Group work - collaboration

15. Which questions do scientists know the answer to
Which questions do scientists know the answer to? Which will they never know?
Did dinosaurs die out when a meteor hit the Earth?
Why does the yolk of a hard-boiled egg go a funny green colour around the edge?
Can human beings be cloned?
Will you live longer if you exercise regularly?
Is it possible to travel back in time?
What will happen to the Universe eventually?
Is there life on other planets?
Should insurance companies be allowed to ask if you are genetically likely to develop diseases?

16. Risk
In groups of 3 or 4. The group should agree on a ranking of the risks from highest to lowest.
One person picks out from the cards the three which they are personally most concerned about.
These individuals explain the reasons behind their choices

17. Risk Being in a minor car accident Dying from an asteroid collision
Killed by a falling coconut
Catching flu
Dying from a heart attack

18. Risk
The key concepts of consequence and likelihood

19. Teaching strategies? Doing practical work and analysing data
Looking at historical development of ideas e.g. of structure of the atom.
Using models to explain scientific phenomena
explicit recognition that this is a model
clarity in which part of the model represents which part of the object
discussion of what the model can and cannot explain
refinement of the model (or adoption of a new one) at later key stages, explaining why

20. Teaching strategies? Looking at contemporary issues including
discussion of social, economic and environmental impact of decisions
discussion of ethical and moral implications
media reporting
risk

21. Teaching strategies? Discussion Debate Hot-seating Role-play and drama
Developing an argument
Presentation

22. What is your position as the teacher?
What are the pros and cons of:-
Teacher is an impartial chairperson of a discussion group.
Teacher makes known his/her views during discussion.
Teacher presents pupils with a wide, balanced range of alternative views.
Devil’s advocate - the teacher consciously takes up the opposite position to the one expressed by pupils or teaching materials.

23. STEM
Support for schools in science, technology and mathematics – National STEM Centre in York
Enrichment for pupils (challenges, hands-on workshops, science and engineering ambassadors)
Support for teachers in support centres (CPD)
Business links

24. How Science Works (HSW)
Learning objectives
To recognise the strands of How Science Works in the national curriculum
To have ideas about how to deliver some of these strands
To have some experience in planning the delivery of some of the HSW activities

25. References
BioEthics Education Project
Kind, V. & Kind, P.M. (2009) Teaching Secondary How Science Works, London: Hodder Education
Planet science
Physics Ethics Education Project
Science Year CDs, ASE

26. References
Strengthening teaching and learning in science through using different pedagogies Unit 1: Using group talk and argument (Science ‘PedPack’)
Strengthening teaching and learning in science through using different pedagogies Unit 5: Teaching the science of contemporary issues (science ‘PedPack’)
UPD8
Warren, D. (2001) The nature of science, London: Royal Society of Chemistry
Wellington, J. (2000) Teaching and learning secondary science, Abingdon: Routledge