1. Identifying prior knowledge in science Christine Howitt

2. Warm crayons What knowledge did Crayon Boy bring to the task How did he obtain that knowledge? What does this example tell you about children’s thinking?

3. Children’s thinking is... Dynamic Rich and complex Creative Imaginative Meanders Contextual Explanatory Shared Deliberate Reflective

4. The nature of children’s prior knowledge All children have vast amounts of knowledge based on their experiences with the world They are NOT an empty cup or sponge waiting to be filled with your knowledge Children’s ideas are usually strongly held These ideas are sensible and coherent views from the child’s point of view There are many commonly held ideas Many of these ideas are at odds with current scientific views

5. The starting point Children’s prior knowledge should be the starting point for all science topics Use the first lesson to find out what the child already knows (or does not know) From here, adjust planning accordingly

6. Methods of determining prior knowledge Each table has a different activity to determine children’s knowledge in relation to science Follow the instructions inside the folders If you finish early swap with a different table Different methods Drawing Classifying Concept cartoons Whole-parts relationships Compare and contrast

7. What do all of these methods have in common? Engaging the child Working in groups Encouraging discourse (talk) between children Listening to other’s ideas Building on social constructivism

8. Other methods of determining prior knowledge Group discussion Brainstorming Concept maps (class, group of individual) Children’s talk (between children only) Questioning TWLH Think, pair, share Writing answers to questions Test

9. Remember! The most important single factor in teaching science is what the learner already knows Determine this … … and teach accordingly!