1. Science Education in the UK – A Journey…

2. Science Education in the UK – A Journey
Evolution of Science Education in UK over last 25 years – a case study
Aims
Why 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
Education in UK has always been evolving but looking at last 25 years as a case study. Compulsory education in UK very different to Greece in that we have a national curriculum which prescribes what has to be taught in maintained schools.

3. 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

4. Introduction of the National Curriculum

5. Arguments for teaching science?
Utilitarian
it is useful
Cultural
science is a cultural achievement to be appreciated by all
Democratic
healthy democratic societies need scientifically literate citizens
Economic
prepares a skilled workforce
For society:
Utility – if you understand the science behind everyday activities you are more likely to undertake them safely. Washing hands to prevent the spread of disease, eating a balanced diet, how the body works
Democratic – it is important that the public understands the reasons behind new legislation. Eg recycling, reducing the use of fossil fuels and the search for other sources of energy. Important that society can debate the big questions on nuclear power, gentically modified crops,
Cultural The big ideas in science are part of our scientific heritage and society should be aware of them eg Atomic theory and the theory of evolution are as much creations as the music of Mozart or the plays of Shakespeare and the paintings of Van Gogh. It is important for pupils to recognise the struggle for establishing theories eg Gallelio, Alchemy
Economic – preparing a skilled workforce is essential to ensure that new technologies can be developed from scientific knowledge. There is evidence that the number of science graduates links to the GDP of a country
Millar, R. and Osborne, J. (2006)

6. Arguments for teaching science?
Knowledge and understanding of science helps pupils...
Science is interesting and intellectually stimulating
...make sense of the natural world
Science is an important part of contemporary culture and is relevant to, and has implications for, people of all nations
...understand the basis for decisions in an increasingly technological world
Balance between intrinsic learning – worthwhile learning that is inherent and life enhancing and instrumental – enables us to do.
...develop problem-solving skills
Alsop, S. and Hicks, K. (2001)

7. When did the journey begin?
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

8. 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
Most important legislation for 40 years other significant inclusions – Local management of schools,

9. Science in the National Curriculum
A ‘Broad and Balanced’ curriculum which includes: Process Science “ doing Science” - becoming well versed in designing methodologically sound scientific experiments Content Science learning the complex subject matter of science
The new focus was on investigative science which was challenging for most science teachers as they were used to using the cook book approach to practical science. Using a recipe with children and teaching them the skills of manipulation but not the skills of designing their own experiements.

10. 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
Physics
The same 4 areas are studied from
What were the significant changes?
All subject disciplines
Primary school
New type of practical work
Testing

11. Purpose of teaching science in schools?
“...to enhance general ‘scientific literacy’ undistorted by the need for the specialist training of the few who become scientists...”
A laudable and noble aim ...
But... There is a tension between a curriculum that can support the pre-professional training of future scientists and the ‘scientific literacy’ of all. One critique of the NC is that a ‘one size fits all’ approach weakens the foundation needed to prepare those wishing to become career scientists.
Overall how easy was this to achieve? What were the challenges and how were they overcome?
Millar, R. and Osborne, J. (1998)

12. Why teach Science in the primary school (5 – 11)?
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)
E.g. ‘Seeing’ in the dark
Start with the learners ideas and engage in testing their ideas – ‘cognitive conflict’

13. Why teach investigative science?
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
One of the key differences in Process science is the need for pupils to make their own decisions either
individually or in groups: they are given some autonomy in how the investigation is carried out.
Undertaking a wide range of investigative work helps pupils understand how scientists work in the real world. For example, much investigative work involves manipulating variables. There is a need to consider wider range of investigative science eg, ecological studies that allow ‘pattern seeking’ ‘Identification and Classification’ of new species, ‘exploration’ of space

14. The challenges

15. 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?
Science in primary previously focused on living things, habitats, weather etc not the big ideas of energy, forces, materials. Primary programme of studies were produced by experts for use in schools, but still reluctance to engage in “ don’t know” answers.
Revert to teaching the way we were taught.
There is a tension between a curriculum that can support the pre-professional training of future scientists and the ‘scientific literacy’ of all. One critique of the NC is that a ‘one size fits all’ approach weakens the foundation needed to prepare those wishing to become career scientists.
More recently statutory tests at 11 and 14 have been removed and so this has removed teaching to the test
More recently the increased range of courses for students at Key Stage 4, including the three separate sciences and vocational science, has provided breadth in the science curriculum to meet the needs of a wider range of students, New Science GCSEs (2006)
By OfSTED inspectors – the government body responsible for the inspection of all schools, Teacher trainer providers and other educational settings
Inspection is mandatory
In 1998 prescribed Curriculum for ITT

16. Effective Classroom Practice in teaching Science

17. How do we teach Science effectively?
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.
Some Science teachers still teach in this mode but the aim of process model of teaching was to challenge the passive way children approach practical work

18. What has been identified as good practice in Science Education?
These are the key elements identified by OfSTED inspectors
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
By OfSTED inspectors – the government body responsible for the inspection of all schools, Teacher trainer providers and other educational settings
Inspection is mandatory

19. Training and supporting Science Teachers

20. Training to Teach
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

21. 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

22. National Teachers’ Standards
PART ONE: TEACHING
A teacher must
Set 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

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

24. Training and supporting teachers
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

25. In conclusion;

26. Using evidence based research to improve science teaching
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

27. 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

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