Key Stage 3 National Strategy Misconceptions in Key Stage 3 science

Key Stage 3 National StrategyObjectives 1.To identify some commonly held misconceptions (alternative conceptions, alternative frameworks) in the teaching of science at Key Stage 3 2.To consider the implications of pupils’ misconceptions in key scientific ideas for teaching science at Key Stage 3 3.To establish the importance of models and analogies in teaching key scientific ideas 4.To identify teaching strategies for identifying and correcting pupils’ misconceptions in the key scientific ideas 5.To plan to apply the outcomes of training in the classroom Slide 1.1

Key Stage 3 National Strategy Structure of the day Session 1Introduction to misconceptions in Key Stage 3 science Session 2Using models and analogies Session 3Particles Session 4Cells Session 5Energy Session 6Interdependence and Earth science Session 7Planning follow-up work and plenary Slide 1.2

Key Stage 3 National Strategy Characteristics of misconceptions  Have been constructed from everyday experiences  May be linked to specialist language  Can be personal or shared with others  Explain how the world works in simple terms  May be inconsistent with science taught in schools  Can be resistant to change  May inhibit further conceptual development Slide 1.3

Key Stage 3 National Strategy Key scientific ideas in Key Stage 3 science  Cells  Interdependence  Particles  Energy  Forces Slide 1.4

Key Stage 3 National Strategy Plenary for Session 1  be clear about the structure of this unit;  be clearer about the characteristics of misconceptions;  have identified some misconceptions pupils might hold;  be aware of some implications of the misconceptions pupils may hold with regard to teaching. By the end of this session participants should: Slide 1.5

Key Stage 3 National StrategyObjectives  To establish the importance of models and analogies in understanding key scientific ideas  To appreciate how models and analogies can be used effectively in teaching key scientific ideas Slide 2.1

Key Stage 3 National Strategy  Objects that are too big, e.g. solar system  Objects that are too small or not easily seen, e.g. cell, heart  Processes that cannot be easily seen directly, e.g. digestion, erosion  Abstract ideas, e.g. particulate nature of matter, energy transfer Slide 2.2 Where models and analogies are useful in teaching

Key Stage 3 National Strategy  Scientific models – often pictorial but sometimes mathematical  Teaching models – pictorial, three-dimensional, analogies, etc. Slide 2.3

Key Stage 3 National Strategy  Introduce the scientific idea (e.g. particle theory) early in the key stage  Use a clear TEACHING MODEL to help pupils VISUALISE the idea  Encourage pupils to APPLY their model to explain new phenomena  Increase the SOPHISTICATION or CHANGE the model when necessary Slide 2.4 Developing sequences of ‘good enough’ models

Key Stage 3 National Strategy Encouraging pupils to identify the strengths and weaknesses in a model  identify what each part represents;  think about the strengths and weaknesses: - what can it explain? - what can it not explain?  suggest improvements for the model. Discuss the model and encourage pupils to: Slide 2.5 Provide models created by others that are problematic and encourage pupils to:  identify what is wrong with the model;  consider what misconceptions it might generate.

Key Stage 3 National Strategy  helps reveal misconceptions;  is motivating and requires creative thought;  enables pupils to explore their own understanding of an idea. Encouraging pupils to develop their own models or analogies: Slide 2.6 Encouraging pupils to develop their own models or pictures

Key Stage 3 National Strategy Plenary for Session 2 By the end of this session participants should:  be clear about the role of models and analogies in teaching;  have a greater understanding of where the use of models and analogies can help pupils’ understanding;  begin to understand the idea of ‘good enough’ models Slide 2.8

Key Stage 3 National StrategyObjectives  To provide teaching strategies for identifying and correcting pupils’ misconceptions on particles  To consider the importance of the use of models and analogies in the teaching of particles Slide 3.1

Key Stage 3 National Strategy Techniques for probing thinking and identifying misconceptions  Focused questioning  Flow charts  Associated word lists  Annotated drawings and posters  Concept maps  Concept cartoons  Class discussion Slide 3.2

Key Stage 3 National Strategy Task E (part 1): Pictures of particles Draw a particle picture to represent:  A solid  A liquid  A gas Slide 3.6

Key Stage 3 National Strategy Solid, liquid and gas picture 1 SolidLiquidGas Slide 3.7

Key Stage 3 National Strategy Solid, liquid and gas picture 2 SolidLiquidGas Slide 3.8

Key Stage 3 National Strategy Plenary for Session 3 By the end of this session participants should:  be clear about what a concept map is and how it can be used to ascertain pupils’ understanding;  be more aware of how pupils can be encouraged to develop and discuss their own models;  be aware of a sequence of ‘good enough’ models for teaching particles and how this could be used in their teaching. Slide 3.11

Key Stage 3 National StrategyObjectives  To provide a teaching strategy for identifying and correcting pupils’ misconceptions on cells  To establish the importance of models in the teaching of cells Slide 4.1

Key Stage 3 National Strategy ‘The four Ws’ Slide 4.2 Cells Where? What? When? Why?

Key Stage 3 National Strategy Models of typical animal and plant cell Slide 4.4

Key Stage 3 National Strategy Specialised cells – pupils’ models Slide 4.5 Nerve Cell Spermatozoa

Key Stage 3 National Strategy Cells arranged as tissue in a tank Slide 4.6

Key Stage 3 National Strategy Plenary for Session 4 Slide 4.8 By the end of this session participants should:  have had the opportunity to carry out a strategy to determine pupils’ understanding of cells;  be aware of an approach they could use to teach cells using models;  be developing an understanding of a ‘good enough’ approach to using models to teach cells.

Key Stage 3 National Strategy Objectives Slide 5.1  To provide teaching strategies for identifying and correcting pupils’ misconceptions on energy  To establish the importance of models and analogies in the teaching of energy

Key Stage 3 National Strategy Why concept cartoons work Slide 5.2  They help make learners’ ideas explicit  They challenge and develop learners’ ideas  They apply scientific ideas in everyday situations  They promote discussion  For more able pupils they can provide cognitive conflict which helps to clarify ideas  They help legitimise alternative viewpoints – reduce the threat of giving the ‘wrong’ answer

Key Stage 3 National Strategy … but what is energy?! Slide 5.5 ‘… there is a certain quantity, which we call energy, that does not change in all the manifold changes which nature undergoes. That is a most abstract idea, because it is a mathematical principle: it says that there is a numerical quantity, which does not change when something happens. It is not a description of a mechanism, or anything concrete: it is just a strange fact that we can calculate some number and when we finish watching nature go through her tricks and calculate that number again it is the same.’ Richard Feynman

Key Stage 3 National Strategy Slide 5.6

Key Stage 3 National Strategy Slide 5.8 Source: Primary School Teachers’ and Science project 1991 – Pack 2 Understanding Energy, published by Oxford University Department of Educational Studies and Westminster College Oxford ISBN Money as an analogy

Key Stage 3 National Strategy Using energy transfer to explain why current is not used up in an electric circuit Slide 5.9 Model the electric circuit  The teacher represents the battery with a supply of small sweets  Pupils form a ring; each has a paper cup; one pupil is asked to represent the bulb  The cups are passed round the circuit and the teacher places small sweets (2) in each as they pass the battery  The ‘bulb’ eats a small sweet as it passes  The moving cup represents the current or flow of electrons  The teacher holding sweet packets represents the cell

Key Stage 3 National Strategy Plenary for Session 5 Slide 5.10 By the end of this session participants should:  be aware of how concept cartoons can be used to determine pupils’ understanding;  have clarified their understanding of energy transfer and energy transformation;  be aware of the implications of the different models of energy for their teaching;  have experienced different models and analogies they could use for teaching energy.

Key Stage 3 National Strategy Objectives Slide 6.1  To provide teaching strategies for identifying and correcting pupils’ misconceptions about interdependence and Earth science  To consider strategies to use in teaching interdependence and Earth science including the use of models

Key Stage 3 National Strategy Plenary for Session 6 Slide 6.15 By the end of this session participants should:  understand how annotated drawings can be used to identify pupils’ misconceptions;  have practised devising questions linked to Bloom’s taxonomy and begun to appreciate the need to identify appropriate questions in their planning;  have participated in a strategy that models photosynthesis;  have consolidated their knowledge of the rock cycle process.

Key Stage 3 National Strategy Plenary for Session 7 Slide 7.2 By the end of this session participants should:  have begun to plan a unit of work which identifies and takes account of pupils’ misconceptions