Strategies for Elicitation, Assessment, Identification and Challenging of Scientific Ideas
MODULE DETAILS
Module title / An Introduction to Science at Key Stages 1 and 2
Module code / KS401
Credit value / 20
Level / Level 4 / X / Level 5 / Level 6 / Level 7 / Level 8
Level 0 (for modules at foundation level)
Entry criteria for registration on this module
Pre-requisites / None
Co-requisite modules / None
Module delivery
Mode of delivery / Taught / x / Distance / Placement / Online
Other
Pattern of delivery / Weekly / X / Block / Other
When module is delivered / Semester 1 / X / Semester 2 / X / Throughout year
Other
Brief description of module content and/ or aims / This module is designed to provide you with an introduction to Science in the primary years. It acknowledges students’ different starting points in terms of knowledge and understandingand seeks to promote confidence, creativity and competence to involve primary-aged children in practical, investigative scientific experiences as well as in the critical reflection that constitutes scientific thinking. Models of good practice will be shared with the key aim of showing how to secure pupils’ progress in science education from KS1 to KS2. Attention is paid to the elicitation, assessment, identification, and challenging of scientific ideas.
Module team / Keith Triggs / Sharon Harris
School / Education
Site where delivered / Falmer, Guernsey
Course(s) for which module is appropriate and status on that course
Course / Status
BA(Hons) Supporting Learning 5-11 (F) / Compulsory
FdA Professional Studies in Primary Education (G) / Compulsory
BA(Hons) Working with Children and Young People (F) / Optional
MODULE AIMS, ASSESSMENT AND SUPPORT
Aims / This module is designed to provide you with:
- an introduction to Science in the primary years, both in terms of its centrality to children’s learning and as a core subject within the current curriculum;
- the confidence, creativity and competence to involve primary-aged children in practical, investigative scientific experiences;
- the pedagogical knowledge and understanding required to secure pupils’ progress in science education from KS1 to KS2;
- strategies for elicitation, assessment, identification and challenging of scientific ideas.
Learning outcomes / By the end of the module you should be able to:
- assess, identify and reflect on the development of children’s scientific ideas and learning;
- reflect on how selected teaching strategies and pupil activities impact on children’s learning in science.
Content / To include:
- An introduction to the nature of science;
- An introduction to primary school science and its place within the National Curriculum;
- A practical introduction to teaching and learning strategies appropriate to primary science;
- An introduction to the assessment of children’s scientific ideas and skills;
- An introduction to the planning of scientific activities to facilitate effective teaching and learning;
- Audit and development of personal scientific subject knowledge.
Learning support / Books:
Allen, M. (2014) Misconceptions in Primary Science, 2nd Edition Maidenhead: OUP
Davies, D. (2011) Teaching Science Creatively, London: Routledge
Harlen, W. & Qualter, A. (2009)The Teaching of Science in Primary Schools (5thedition)London: David Fulton Publishers
Howe, A., Davies, D., McMahon, K., Towler, L., Collier, C. & Scott, T. (2009) Science 5-11 A Guide for Teachers (2ndedition)London: David Fulton
Loxley, P., Dawes, L., Nicholls, L. & Dore, B. (2014) Teaching Primary Science,2nd Edition Routledge: Abingdon
Turner, J., Keogh, B., Naylor, S. & Lawrence, L. (2011) It’s Not Fair – or is it? Hatfield: ASE/Millgate House
Wenham, M. & Ovens, P. (2010) Understanding Primary Science (3rd edition) London: Sage
Electronic Sources: (accessed June 2015)
Association for Science Education
Planet Science
Other:
Comprehensive list of science websites available on Science Education area of studentcentral.
Teaching and learning activities
Details of teaching and learning activities / Contact Time:
- practical science workshop activities
- practical, enquiry-based activities
- watch and discuss videos of classroom practice
- prepare and evaluate practical tasks and activities
- elicitation and development of your scientific ideas
- read and research about primary science pedagogy
- prepare for group activities for workshops
- audit and development of your personal science subject knowledge
- engage with required school-based tasks
- prepare for, teach and evaluate science lesson with group or class of children
Allocation of study hours (indicative)
Where 10 credits = 100 learning hours / Study hours
SCHEDULED / This is an indication of the number of hours you can expect to spend in scheduled teaching activities:
- practical science workshop activities
- practical, enquiry-based activities
- watch and discuss videos of classroom practice
- prepare and evaluate practical tasks and activities
- elicitation and development of your scientific ideas,
GUIDED INDEPENDENT STUDY / You are expected to undertake guided independent study
- read and research about primary science pedagogy
- prepare for group activities for workshops
- audit and development of your personal science subject knowledge
PLACEMENT / You are required to carry out school-basedtasks away from the University.
- engage with required school-based tasks
- prepare for, teach and evaluate science lesson with group or class of children
TOTAL STUDY HOURS / 200
Assessment tasks
Details of assessment on this module / Task: You will write a reflective account on the planning, teaching and evaluation of a science lesson, based on your practice.(2500 words)
The task will be marked on a percentage basis.
Referral task: Reworking of original task.
Types of assessment task[1]
Indicative list of summative assessment tasks which lead to the award of credit or which are required for progression. / % weighting
(or indicate if component is pass/fail)
WRITTEN / Written exam / 0
COURSEWORK / Written assignment / 100%
PRACTICAL / Oral assessment and presentation, practical skills assessment, set exercise / 0
EXAMINATION INFORMATION
Area examination board / Combined Area Examination Board (Science)
External examiner
Name / Position and institution / Date appointed / Date tenure ends
Janet Robinson / Lecturer in Biology Education and Environmental Science, University of Edinburgh / 01/10/2012 / 30/09/2016
QUALITY ASSURANCE
Date of first approval / June 2014
Date of last revision / June 2014
Date of approval for this version / June 2015
Date this version first taught (implementation) / January 2016
Version number / 2
Modules replaced / KS101
Available as free-standing module? / Yes / No / x
[1] Set exercises, which assess the application of knowledge or analytical, problem-solving or evaluative skills, are included under the type of assessment most appropriate to the particular task.