PGCE Science
Week 2
Children’s ideas and
constructivism
University of WinchesterPGCEFT
2011-12
1
Directed Tasks
 Harlen and Qualter (2009) Ch1 and Ch 2. What
aspects of these case studies would you draw on
to suggest approaches to primary science
teaching. Consider the differences/similarities
between KS1 and KS2.
 Oliver (2006)-discuss your views on creative
science teaching with your peers. Were you taught
science in this way?
 Safety Workshop- reminder that all activities
should be risk assessed.
University of WinchesterPGCEFT
2011-12
2
Learning intentions
Develop enquiry skills of predicting, hypothesising, fair
testing
Explore the importance of children’s ideas in science
Know the importance of constructivist theory in science
teaching
Identify some common misconceptions, elicitation
strategies, models and analogies using materials as
our context
Consider progression of ideas for school planning
View QCA schemes of work for science
University of WinchesterPGCEFT
2011-12
3
Safety in Primary Science
“Risk assessment is little more than
common sense and prudent primary
teachers do it informally as a matter of
course” (Ellis 2001, p7)
Science Enquiry
When pupils:
 have to make their own decisions
 use some investigational procedures e.g.
observing, measuring
Definition from AKSIS project in Sherrington, R (1998)
ASE Guide to Primary Science Education.
Hatfield:Association for Science Education.
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2011-12
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Types of investigations associated
with science enquiry
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Information-seeking
Comparing or fair-testing
Pattern-finding
Hypothesis-generating
How-to-do-it
From Harlen, W (2000) The Teaching and Learning of Science in
Primary Schools. London: David Fulton.
Adapted from types identified in AKSIS (ASE /King’s College Science
Investigations in Schools) Project.
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2011-12
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Types of investigations
associated with science enquiry
 Exploring
 Classifying and identifying
 Pattern seeking
 Fair testing
 Investigating models
 Making things or developing systems
Goldsworthy, A (2002) Learning to Investigate in
Sherrington, R (ed) (2002) ASE Guide to
Primary Science Education Cheltenham,
Stanley Thornes, 63-70
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2011-12
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A range of process skills used in
science enquiry
Also defined differently by different authors but do share
some common themes
 Raising questions
 Predicting/Hypothesising
 Observation
 Gathering evidence
 Planning including equipment selection
 Recording
 Fair testing
 Interpreting evidence
 Drawing conclusions
 Evaluating
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2011-12
8
Prediction and Hypothesis
 Guess – speculation about the result of an investigation
 Prediction – a forecast of what will happen, an expected
outcome, based on previous knowledge of everyday
experiences or scientific knowledge
 Hypothesis – a tentative idea or explanation to be tested ,
which need not be correct but it should be reasonable in
terms of the evidence available, and possible in terms of
scientific principles, is provisional since there may be
others consistent with the evidence
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2011-12
9
Modelling a classroom activity to help
children learn to predict
Order the statements from the least to the most useful.
Identify whether each statement is a prediction or
hypothesis.
 How did you decide which was the most useful
statement?
 How did you decide which was the least useful
statement?
 Where do the statements that give a scientific reason
come on your list?
Adapted from Goldsworthy,A. & Feasey.R. (1997).
Making Sense of Primary Science Investigations.
Revised edition. Hatfield: Association for Science Education, pp22-23
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2011-12
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Compare your list
 I think the little pieces will dissolve first.
 I think the little pieces will dissolve first because they’re
little.
 I think the little pieces will dissolve first because my Dad
breaks it into little pieces when he makes jelly.
 I think the little pieces will dissolve first because little bits of
sugar dissolve faster than a sugar lump and I think the
same thing will happen with jelly.
 I think the little pieces will dissolve first because the water
can attack them more easily.
 I think the little pieces will dissolve first because there’s
more surfaces in touch with the water.
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2011-12
11
Predicting and hypothesising are part of
planning investigations...
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planning is implicitly focused by a prediction
predicting encourages children to think ahead
predicting helps them to consider variables
a prediction gives clues to the measurements that
might be taken
 a hypothesis has a reason in a form that can be
tested… may lead to an investigation
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2011-12
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Controversy…..
 Feasey and Goldsworthy (1997) suggest
predicting becomes hypothesising...
 Harlen (2000) suggests a prediction is invariably
based on a hypothesis (implicitly if not explicitly)
 Predicting and hypothesising are closely related
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2011-12
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‘Materials’ in the Foundation
Stage
 Find references to
exploration of materials in
the Curriculum Guidance
for the Foundation Stage
 What experiences could
you provide for young
children that would
encourage them to explore
materials and their
properties?
 Why is early exploration so
important?
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2011-12
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Sc3 Materials and their
properties
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Refer to the National Curriculum: Science (1999)
Make a list of the materials that they suggest pupils should
be taught about.
Then identify the properties that they suggest pupils should
be taught about.
Can you link the materials and the properties?
Which materials will you use to develop pupils’ ideas about
properties?
Where there is a good match of materials and properties
then here is a good opportunity for you to develop Sc1.
Where there is a weak match, here is the place to develop
meaning, of materials, or properties and of the nature of
science.
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2011-12
15
Setting a context
Sc3 Materials and their properties
Making Sandcastles
 Mixing sand and water to find the ideal
proportions for making the strongest
sandcastle.
 An everyday experience in which the familiar
context can develop scientific thinking and
process skills
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2011-12
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Fair Testing
 … occurs within the context of planning and
carrying out investigations.
 … is set up to answer a question such as ‘What
will happen if?’
 6- 7 year olds can consider fairness AFTER
carrying out a test.
 Older pupils can consider fairness BEFORE doing
a test.
 Fairness involves a discussion about variables.
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2011-12
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What are variables?
 Factors in an investigation that can be
changed or kept the same.
 Within Key Stages 1 & 2 children will
proceed from not requiring variables to
manipulating one variable.
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2011-12
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Why do I need to know about
variables?
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So you can:Help children succeed with their
investigations
Manage investigations in class
Understand the progression in Sc 1
Assess children’s attainment in Sc 1
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2011-12
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Variables (factors)
 INDEPENDENT VARIABLES (IV) - identify what is
to change. Changed by choice, different each
time.
 DEPENDENT VARIABLES (DV) - identify what is
to be observed. Dependent on our actions.
Measured to obtain results.
 CONTROLLED VARIABLES - identify what is to
be kept the same so that the effect of the IV can
be observed.
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2011-12
20
Planning Boards
 Introduction
 Uses :
 Children need help to identify variables. This can
be done through questioning. What are you trying
to find out? What do you want to
observe/measure? What do you want to change?
What will you need to keep the same?
 Recording the variables.
University of WinchesterPGCEFT
2011-12
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21
Modelling
 Model making is an observation activity… in this
case the task encourages close observation of a
natural form and the way it behaves … through…
 watching behaviour, drawing, asking
questions…and then…
 planning, making, testing and evaluating. And
building confidence in problem solving.
 You can provide a starter question to scaffold the
learning taking place.
University of WinchesterPGCEFT
2011-12
22
Setting a context
Sc3 Materials and their properties
Making Sandcastles
 Mixing sand and water to find the ideal
proportions for making the strongest
sandcastle.
 An everyday experience in which the familiar
context can develop scientific thinking and
process skills
University of WinchesterPGCEFT
2011-12
23
Sandcastles
 Select a variable for investigation
 Note why you think this variable will have an effect
- note prediction and hypothesis
 Use a planning board to organise your
investigation
 Consider safety
 Carry out the investigation - note use of
observation, prediction, hypothesis, fair testing
University of WinchesterPGCEFT
2011-12
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Evaluation
Evaluate carefully your investigative
procedures.
How did you begin this task?
 How accurate was your prediction?
 What aspects of your procedure might you change
if you were to carry out the investigation again?
 What surprises were there? What did you discover
that you hadn’t thought about or predicted?
 What process skills did you use? What level did
you work at?
University of WinchesterPGCEFT
2011-12
25
Section 2
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2011-12
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Constructivist model Scott, P. (1987) A
Constructivist View Of Teaching And Learning. Leeds:
University Press.
Orientation
Elicitation
Restructuring, modification and extension of ideas
Application of ideas
Review and evaluation of ideas
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2011-12
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Constructivism
Orientation
Arousing children’s interest and curiosity
Setting the scene
Relating to a real life context
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2011-12
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Constructivism
Elicitation/Structuring
Helping children to find out and clarify
what they think
Making ideas explicit to themselves, peers,
teachers.
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2011-12
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Constructivism
Intervention/Restructuring
Encouraging children to test their ideas: to
extend, develop or replace them
‘Making sense’ of ideas
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2011-12
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Constructivism
Application
Evaluation continues
Using new ideas in familiar and new
contexts
Helping children to relate what they have
learned to their everyday lives
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2011-12
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Constructivism
Review
Helping children to recognise the
significance of what they have found
out, how they have changed their
thinking
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2011-12
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Constructivism
 Children have strongly held ideas
 Learning involves the active construction of new
meaning
 Children may appear to understand new ideas
presented to them, but not believe them
 Shared meanings, reinforced by social interaction,
are difficult to change.
 Constructivism has its own language – e.g.
children’s ideas, alternative frameworks,
University of Winchester. Partmisconceptions.
time PGCE Science 2010-2011
EB
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2011-12
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Concept Mapping
…helps children to explore the structure of their
current understanding.
Consider:
What does a concept map look like?
What does it show?
Why is it used?
How is it used?
When is it used?
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2011-12
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Concept Mapping – more info
SEE
www.azteachscience.co.uk
for Professional Development Unit on
concept mapping
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2011-12
35
Concept Mapping - method
 Devise list of key words
 Use lines to join the words
 Add arrowheads on the lines to show how to
read the relation
 Annotate the lines with words or phrases to
illustrate nature of relationship
Materials – devise your own concept map
University of WinchesterPGCEFT
2011-12
36
Concept Mapping - advantages
Not a test situation
Children’s ideas cannot be marked ‘wrong’
Child has ownership
They are meaningful to the children
Variations are extensive
Can be used as formative assessment tool
Provides a good starting point for discussion
Can be reviewed and built upon
Can be motivating
University of WinchesterPGCEFT
2011-12
37
TASK Solids, liquids and gases –
the states of matter
To elicit our ideas on solids, liquids and gases, i.e.
the states of matter
 You have a set of everyday materials.
 Please sort them into solids, liquids and gases.
 Sort them as they are, and don’t include the
container in your decisions.
These materials have been chosen to match what we
think are suitable for you. You may need to adapt the
selection of materials to match your pupils in school.
University of WinchesterPGCEFT
2011-12
38
Definitions
Nuffield Primary Science (1993) Materials Key
Stage 2 Teachers Guide, London Collins Educational.
 “A solid has definite shape. It remains that shape unless
a force acts on it.... Cotton wool can be easily changed
[but] it does have a definite shape.” P91
 “A liquid has no fixed shape but it keeps the same
volume when it is poured into a different container” p91
 “A gas has no fixed shape or volume... Fill [s] the whole
of the space in which it is contained.” P91
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2011-12
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Children’s ideas
 Particles are different according to their state eg
gas molecules are round, solid cubic
 Size of molecule determined by state eg gas =
small, solid = large
 SOLID – hard, heavy, powders seen as liquids,
soft solids such as pastes difficult to classify
 LIQUID – flow, pour, compared to water, viscous
liquids difficult
 GAS – most difficult, air as one gas, include
sprays/smoke, gas as dangerous
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2011-12
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Elicitation –
concept cartoons
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Visual representation of scientific ideas
Dialogue form
Give alternative viewpoints
Scientific ideas applied in everyday situations
Alternatives given equal status
Scientifically acceptable viewpoint included
See Keogh and Naylor concept cartoon materials Keogh, B. and Naylor, S. (2000)
Concept Cartoons in Science Education Sandbach: Millgate
 See www.conceptcartoons.com
 See www.azteachscience.co.uk

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2011-12
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TASK
 Use the same set of
materials
 This time decide which
are pure substances
and which are
mixtures.
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time PGCE
of WinchesterPGCEFT
Science 2010-2011
2011-12
EB
42
Progression
 Moving forward through a defined sequence
of learning targets
 A sequence of increasingly demanding
activities
 Development in learning from one
understanding to another broader or deeper
understanding( refer to Harlen and Qualter
(2009) p.124)
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2011-12
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Resources
QCA Schemes of Work http://www.standards.dfes.gov.uk/schemes2/
science
 SPACE Research
Reports

Nuffield Primary Science
Scheme
A framework for Medium Term Planning.
TASK: Familiarise yourself with these resources
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2011-12
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Section 3
 Student Activities
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2011-12
45
Student led Practical
‘Changing Materials’
 Rusty nails/ items
 Chocolate buttons/ ice
 Balloons, narrow necked small
bottles, bicarb and vinegar
 Salt /sugar / spoons / beakers
/water
 glass mirrors / cans of liquid
cold from the fridge
 dough and bread
 popcorn and popped corn
 clay & pottery
 Plaster of Paris as powder and
as set *NOTE SAFETY
 alcohol hand gel
Talk about:
What you notice before and
after the change?
Is this change
- physical or chemical?
- reversible or irreversible?
Can you talk about how
energy is involved?
Note Sc1 skills of predicting
and hypothesising
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2011-12
46
Changing Materials – themes for
revision
 The states of matter - solid / liquid / gas
 Particles have energy - materials change
because of changes in the energy that the
particles have. Energy can be transferred in
different ways. Consider:
Diffusion
Convection
Conduction
 Materials change - Change of state and
chemical change .These also relate to the
amount of energy particles have.
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2011-12
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Changing Materials
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Chemical change
makes new materials i.e. different stuff with new properties
changes the composition of the molecules
can be difficult to reverse
results in new materials being formed.
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Change of state
is one kind of physical change
does not change the chemical composition of the molecules
can usually be reversed easily
does not produce new materials.
Conservation of mass
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2011-12
48
Children’s
ideas
 identify melting in water but
do not generalise to others situations
 use ‘melting’ / ‘dissolving’ / ‘turning into
water’ as the same thing
 KS1 – evaporation – water disappears
 KS2 – evaporation – water turns into air,
rather than vapour in air
(Russell et al.1991)
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2011-12
49
Student Activities
 Give your 5 min lesson to a small group of your
peers.
 Once each person has given their lesson discuss
and reflect on this activity. Consider what skills
and knowledge were used. What questions were
raised by yourself and others in the group. How
did you feel whilst you were delivering your lesson.
Was it well timed? Was the activity/ resources/
vocabulary suitable? How did you know? Keep a
record in your reflective journal. How did you
recognise if learning was taking place?
University of WinchesterPGCEFT
2011-12
50
Directed tasks 
 1. Read Roden (2005) Use the ‘personal
response’ tasks to prompt reflection for next
session.
 Read Harlen and Qualter (2009) Ch.5
‘Children’s Own Ideas’ & Ch.9 ‘Helping
development of scientific ideas
 Complete the CONFIDENCE AUDIT on the
Learning Network (LN)
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2011-12
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Directed Tasks
Preparation for next week
READ: Harlen and Qualter (2009) Ch 12 ‘Teachers’ and children’s
questions
 Next week you will discuss and practise using different types of
questions.
 What is the difference between ‘productive’ and ‘unproductive’
questions?
 What types of productive questions are there and what is the purpose
of each in encouraging children’s scientific enquiry?
 What reasons do H&Q (2009) present for the use of open and personcentred rather than closed and subject centred questions?
 What are the implications from this reading for your planning on SE?
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2011-12
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