1. E207 Science in life and learning part 2
March 3rd 7pm
Norma Powell and Jill McLachlan

2. Tonight’s Objectives
To look at the tasks in relation to Part 2 of TMA04
To examine some theory including Wenham and Ovens’ three kinds of ‘scientific’ knowledge, Howe et al and Murphy’s three ‘aims’ for primary science
To discuss the structure and requirements for TMA04 in greater detail and identify any ‘common issues’

3. E-Group Collaborative Project
A gentle reminder…
The collaborative report is a compulsory element of TMA04. It is worth 40% of your overall mark for TMA 04. It is an E-Group team effort that also demonstrates your individual contribution. I will evaluate the collaborative report for:
Participation cohesion academic writing relevance to the topics
word count formatting of the collaborative report
Please remember to provide both a final reference list (not included in the word count) and Part 3 - The Mentor Comment Form (fully-completed and signed by your mentor – thank you!)

4. How are the projects going?
You should be starting the first drafts of your paragraphs now.
Any questions?

5. TMA04 structure and requirements
Part 1 – 60% of the marks / Part 2 collaborative report – 40% of the marks
Part 1 - Choose either a or b:
a) Observing/discussing science in my setting (1200 words)
evaluate what you have observed or discussed in this work-based learning activity (Activity 19.1 and Activity 20.1 in the Study Guide) and include an answer to the following question:
‘How can I improve my skills, knowledge and experience in supporting children in science and technology?’
Include one appendix document setting out your plan for the observation or questions covered in the discussion

6. Observations/ interviews
ew.php?id=772058&section=2
Science in your school and neighbourhood – where science takes place outside a science lesson
Children’s views of science and scientists
An adult’s experience of science and how this has influenced their attitude to science
Observing a science lesson
Science and technology in everyday life

7. TMA04 structure (cont.)
b) A practical activity with children (1200 words)
evaluate this work-based learning activity (Activity 21.1 and Activity in the Study Guide) - discuss children’s attitudes, questions and responses in the activity and what these tell you about the children’s knowledge and understanding. Include an answer to these questions:
‘What are the main strengths I can bring when supporting children in primary science and technology?’
‘What might get in the way of my contributions to supporting children in science and technology? (This could be a practical school issue/issues or an aspect of yourself)’
Include one appendix document setting out the plan for your activity

8. Tasks for TMA 04 part 2 Supporting a science lesson
Week 21 you will prepare an activity for children in your setting (Activity 21.1) and you will carry out the activity in Activity 22.1)
Choose one of the following practical activities:
Supporting a science lesson
Linking science with other subjects
Setting up an opportunity for science education outside the classroom
Developing sustainability in your school
Children’s well-being: supporting children in personal hygiene and changes in their bodies

9. TMA04 structure (cont.)
Possible module references for (there are others!):
e-group collaborative project - science audit - blog entries & forum contributions - discussions with professionals/mentor - Study Guide Weeks What is Subject Knowledge?’ reading from Block 1- Block 4 online activities and readings (e.g. Wenham and Ovens’ Harlen and Qualter, Murphy)

10. Questions to discuss with your mentor and/or class teacher
Why have you chosen this particular activity?
What are the aims of the practical activity?
What is your role? Will you take the lead in this activity, partly or wholly?
Will you involve any other adults (a teaching assistant or volunteer or parent) and how will they be involved?
Which child or children will you be working with? Why are you choosing these children? Discuss:
Where and when will this practical activity take place?
What resources will you need to carry out this practical activity?
Any other questions that you might need to ask?

11. You MUST refer to theories and concepts!!!
In Table 22.1, Howe et al. (2009) demonstrate some of the different ways you can help children in their scientific enquiries.

12. Exploration - Observe
Classifying and identifying
Fair test
Pattern-seeking
Making things or developing systems
Investigating models
Reference

13. Important point
The processes used to carry out an enquiry in science – such as exploring, predicting or observing – are sometimes seen as distinct from each other. However, there is no precise sequence; rather, in the course of investigation these processes become circular, flowing together as one enquiry leads to another (Howe et al., 2009).

14. Three kinds of ‘scientific’ knowledge
Wenham and Ovens (2010) suggest that there are three kinds of knowledge needed to become scientific:
knowledge ‘that’: knowing of facts, events and changes
knowledge ‘why’: identifying causes after observation by seeking explanations and gaining understanding
knowledge ‘how to’, involving:
investigative processes and procedures, including the use of ‘fair’ tests to check ideas and theories
‘making things work practically in a controlled and predictable way’ (Wenham and Ovens, 2010, pp. 10–11)

15. Thinking about questions
A productive question, Elstgeest (1985) suggests, is a ‘stimulating question’, which provides the possibility of finding an answer and offers children
an invitation to a closer look, a new experiment or a fresh exercise. The right question leads to where the answer can be found: the real objects or events under study, there where the solution lies hidden.
(Elstgeest, 1985, p. 37)

16. Harlen and Qualter
Harlen and Qualter (2009) suggest that such attitudes are ‘caught’, and they emphasise the importance of adults expressing these through what they do rather than what they say – for example, by:
showing interest in new things
helping children to find out about new and unusual things being self-critical,

17. Mind your language!
As a role model, you can show children that you too are learning and sometimes changing your ideas – for example, saying things like ‘I’ve just noticed something I hadn’t seen before’, ‘I hadn’t realised this is what would happen’, ‘I think we may need to try this again to see if we get the same result’ or ‘Let’s see what happens

18. Three ‘aims’ for primary science
Murphy (2003) suggests that the three main ‘aims’ for primary science are:
to develop particular attitudes
to develop scientific process skills
to foster the acquisition of concepts

19. Three ‘aims’ for primary science (cont.)
Murphy emphasises the importance of group work and suggests that it helps to develop the attitudes shown in the diagram below which are important for learning science and are equally important for life - Do you agree with her?
(Source: Murphy, 2003, p. 11.)

20. Three ‘aims’ for primary science (cont.)
According to Murphy the process skills that all children should aim to acquire are:
Observation Communication Measurement
Experimenting Space-time relationships Classifying
Interpreting data Making hypotheses Inference
Prediction Controlling and manipulating variables

21. Through undertaking practical, scientific activities all children will gradually acquire the following concepts:
time life cycles weight
interdependence of living things length change volume
adaptation energy properties of materials

22. Three kinds of ‘scientific’ knowledge (cont.)
Depending on your role, you could play a crucial part in giving children opportunities to discuss and sort out their scientific ideas in order to move from knowing ‘that’ to knowing ‘why’, and to know ‘how to’ investigate. This could be in the playground or in the after- school or breakfast club.
What opportunities do you think there are for learning about science informally in school – for example:
the playground visits out of school
breakfast club the library
the dinner hall?
You might choose to develop one of these areas for your work-based observation or discussion of science in your setting (linked to Part 1a of TMA04)

23. Any Questions?
Hopefully there are still a few minutes left for you to ask any questions...
Otherwise, please feel free to stay in the OU Live room and chat with your fellow students for as long as you like
Thank you all for your contributions and have a nice evening 