Richard Aplin Dave Whittle Frank Fearn Hampshire Inspection and Advisory Service, Science Team An experiential model for professional development

In a nutshell We are not teaching students the right thingsWe are not teaching students the right things They are not enjoying it anywayThey are not enjoying it anyway Not sure boards and SNS have the right models to rectify the problemNot sure boards and SNS have the right models to rectify the problem We think we have a different approach that may helpWe think we have a different approach that may help

Students attitudes to secondary science Jonathon Osborne (SSR March 2008)Jonathon Osborne (SSR March 2008) Drop off at KS2-3 transferDrop off at KS2-3 transfer

Crisis of science or crisis of science education?

Simple definition of science A body of knowledge acquired through the ‘scientific method’A body of knowledge acquired through the ‘scientific method’ Finding truths through the gathering and analysis of evidence.Finding truths through the gathering and analysis of evidence.

Two issues with teaching how to be scientific Do we have effective models for teaching how to be scientific?Do we have effective models for teaching how to be scientific? –The discrete skills models Do teachers have sufficient experience of doing science themselves?Do teachers have sufficient experience of doing science themselves?

The experiential model

Starting with the experience Do some proper scienceDo some proper science

The rising floating candle

Starting with the experience Do some proper scienceDo some proper science Unpick what made it feel like scienceUnpick what made it feel like science Establish some ‘Non-Negotiables’Establish some ‘Non-Negotiables’

Starting with the experience Do some proper scienceDo some proper science Unpick what made it feel like scienceUnpick what made it feel like science Establish some ‘Non-Negotiables’Establish some ‘Non-Negotiables’ “Go away and give students opportunities to do what you just did” (i.e. plan lessons around the NNs)“Go away and give students opportunities to do what you just did” (i.e. plan lessons around the NNs)

How did it go? Feedback against NNsFeedback against NNs Identify blocks (student and teacher)Identify blocks (student and teacher) Agree foci for actionAgree foci for action

Less appropriate prompts How would you improve your investigation?How would you improve your investigation? Draw a line of best fitDraw a line of best fit Write a method for your experimentWrite a method for your experiment And what you should have found out is……..And what you should have found out is……..

impact

Aims of the project: 1.Create a bank of tried and evaluated teaching resources to develop children’s scientific problem solving skills 2.Develop as professionals as a result of collaboration 3.Improve children’s problem solving skills over the course of the project. 4.Increase the motivation of able children

Students experience of the scientific process How would you check your ideas in science lessons?How would you check your ideas in science lessons? How would scientists check their ideas?How would scientists check their ideas?

Ask teacher Test Check with others Other Internet / books How would you check your ideas in science lessons? Ask teacher Test Check with others Other Internet / books How would scientists check their ideas?80%20% 40% 60%

After a year of the project?

Ask teacher Test Check with others Other Internet / books How would you check your ideas in science lessons? (Before) How would you check your ideas in science lessons? (After) Ask teacher Test Check with others Other Internet / books 80%20% 40% 60%

Ask teacher Test Check with others Other Internet / books How would scientists check their ideas? (before)80%20% 40% 60% Ask teacher Test Check with others Other Internet / books How would scientists check their ideas? (after)

Summary 20% checked their ideas by testing20% checked their ideas by testing 46% asked teacher46% asked teacher 20% checked their ideas by checking with others20% checked their ideas by checking with others Over 70% thought scientists checked their ideas by testingOver 70% thought scientists checked their ideas by testing Only 7% thought scientists checked their ideas with othersOnly 7% thought scientists checked their ideas with others 36% checked their ideas by testing36% checked their ideas by testing 26% asked teacher26% asked teacher 25% checked their ideas by checking with others25% checked their ideas by checking with others Over 70% thought scientists checked their ideas by testingOver 70% thought scientists checked their ideas by testing Only 10% thought scientists checked their ideas with othersOnly 10% thought scientists checked their ideas with others Before After

Has it improved the enjoyment and motivation of students? Three words to describe your science lessonsThree words to describe your science lessons

Three words to describe your science lessons Project students Comparator groups

Summary Starting from the experience has encouraged teachers to give students more independence in their scientific thinking.Starting from the experience has encouraged teachers to give students more independence in their scientific thinking. The student experience better matches their notion of what scientists doThe student experience better matches their notion of what scientists do Students are more positive about their science lessonsStudents are more positive about their science lessons The ‘product’ acted as a driver but is not the valuable outcomeThe ‘product’ acted as a driver but is not the valuable outcome

Next steps Making problem solving integral to the development of students scientific ideasMaking problem solving integral to the development of students scientific ideas Extending the use of the experiential model.Extending the use of the experiential model.

Hampshire science team Richard Aplin Dave Whittle Frank Fearn Dave Dupont: Pauline Patterson: