Rationale
In recent years the teaching of primary science across the UK has often been at the centre of many debates (Gebbels, Evans and Murphy, 2010), however very little
discussion has been focused on the teaching of science to those with special educational needs (SEN). Kite (1987) suggested that science has characteristics which make it
more accessible for children with SEN, who may struggle with more academic subjects, where the ‘answers’ are limited to right and wrong. However Smith and Gunstone
(2009) argue that the focus of science within primary schools should be on those who will become our scientific elite.
Peacock (2012) writes on the idea of right and wrong. He highlights that the majority of the teaching profession is made up of females, most of whom are parents.,
suggesting that the parenting outlook they bring into their work, promotes, among other things, the idea of learning right from wrong, which completely goes against the
mind-set required to encourage scientific thinking.
Over the last four years, there has been an increase each year of children with a statement of SLD and PMLD. Bell (1998) states that traditionally children with SLD and
PMLD are rarely given scientific problems to explore.
For these reasons, we shall explore whether the learning of scientific enquiry skills can be beneficial for children with SLD and PMLD. Due to the lack of research
specifically in this area, findings will be developed by comparing the benefits of scientific enquiry skills to the specific needs of children with SLD and PMLD.
What is SLD and PMLD?
What is scientific enquiry?
Holden and Crooke (2005) define the term ‘severe learning difficulties’ (SLD) as substantial intellectual and/or cognitive
impairment. Dfes (2015) adds to this, explaining that children with SLD often need support in accessing the whole
curriculum, as well as communication and mobility issues. It is likely that children with SLD will be working within the
higher end of the P scales, the attainment targets set below national curriculum level 1 and created for children with
SEN (Dfes, 2014), or at the same level as the old national curriculum level 1, throughout most of their time at school
(Holden and Cooke, 2005).
Sharp, Peacock, Johnsey, Simon, Smith, Cross and Harris (2014) define scientific enquiry as ‘A learning
experience in which the child takes some responsibility for the planning, execution and reflection of an
investigation of a science phenomenon’ (Sharp et al., 2014, p.46). Turner, Keogh, Naylor and Lawrence (2011)
offer some alternative opinions to this, concluding with their personal view that scientific enquiry is the process
children follow to find the answers to scientific questions based on the world around them.
Turner et al. (2011) identify five different types of enquiry: observing over time, identifying and classifying,
pattern seeking, research, and fair testing. The process used for each type of enquiry normally follows the
pattern of exploring, collecting and analysing evidence, and researching a suitable and satisfying outcome
(Turner et al, 2011). However, Harlen and Qualter (2009) argue that there is no definitive list of enquiry skills,
stating that they are viewed differently depending on the curriculum and programme being followed.
In addition to severe learning difficulties, children with ‘profound and multiple difficulties’ (PMLD) have other
prominent difficulties such as serious medical conditions, sensory impairment and physical disabilities (Holden and
Crooke, 2005). Their learning difficulties may be more complex than those with SLD (Dfes, 2015). Holden and Crooke
(2005) predict that children with PMLD’s achievements will often remain within the lower end of the P scales for the
entirety of their time in education.
As Porter (2005) and Ware (2005) state,
children with SLD and PMLD frequently
follow the same steps of development as
a ‘normal’ child would, just at a much
slower and more individual pace.
Children with SLD and PMLD are just as
curious as everyone else, the
development of their ideas and
understandings may come a little later in
life compared to a child without SEN.
The National Curriculum Council (1991)
emphasises the importance of first
hand, practical experience for children
with SLD and PMLD, stating that it
enables children to develop their
knowledge and skills in small steps
through activities which capture their
imagination and hold their attention.
Stage
Sensorimotor
Benefits of Scientific Enquiry
Humans are a naturally inquisitive species, this is present in all children from very early on in their lives
(De Bóo, 1999). This natural curiosity leads to early exploration, observation and experience, all of which
influence children’s initial ideas and understandings of the world around them (Harlen and Qualter,
2009). Harlen and Qualter (2009) believe the characteristics of these ideas can indicate what areas of
scientific understanding children need to develop, as well as how to develop them.
The first step in the process of scientific enquiry, proposed by Turner et al. (2011), is exploring. Turner et
al. (2011) believe that exploration is a crucial part of any scientific enquiry, as it is during this stage that
children fully explore and play with the object or event they will using for their scientific enquiry. After
duration of exploring children find it easier to work in a more careful systematic manor.
As within exploration, Hollins and Whitby (2012) express the importance of hands on experience with
any part of scientific enquiry. Hands on experience is not limited to carrying out practical experiments, it
incorporates the practice of using equipment properly, illustrating an idea or concept, observations and
investigations.
Turner et al (2011) state that this process of scientific enquiry is the same for any age, therefore suitable
for children at any stage of development. It is the skills used within that process that should be
developed as a child moves through school.
De Bóo (1999) expands on this, stating that enquiries involve cooperation and communication with
others, encouraging children to develop skills in self-control, social interaction, confidence and the
ability to adapt to changing environments.
Children with SLD and PMLD often have
poor communication skills (Holden and
Crooke, 2005). Scientific enquiry allows
them to not only develop their skills in
enquiry, but also encourages them to
interact with their peers, whether that be
through spoken words or the use of signs
and symbols.
Piaget’s stages of cognitive development
Age
Characteristics of stage.
A child’s cognitive system is limited to the
0-2 years
motor reflexes that were present at birth
(sucking). Over the stage the child builds on
these reflexes. By the end of this stage
children should start to understand that
objects exist even if they cannot be seen.
Preoperational
2-7 years
During this stage children’s use of language
develops. Children are able to verbalise their
own ideas. Children have a typically selfish
point of view, finding it hard to consider a
situation from another person’s perspective.
Concrete
7-11
years
Children develop the ability to understand the
point of view of others, as well as numerous
perspectives. Children are able to understand
concrete problems.
11+ years
Children have the ability to think
theoretically, to a limit. This thinking will be
limited due to their lack of experience and
depth of knowledge.
operational
Formal
operations
Piaget’s theory stated that children go through four
stages of cognitive development (Pritchard, 2014).
Holden and Crooke (2005) state that children with
SLD and PMLD often have cognitive impairments
that put them developmentally behind where they
should be at their age. As exploration encourages
children to make observations (Hollins and Whitby,
2012), this allows children with SLD and PMLD to
develop within the sensorimotor and
preoperational stage.
Rayner (2011) explains that children with SLD and
PMLD are often working within the early stages of
development. As Turner et al. (2011) states, the
process is the same for any age, this allows children
with developmental delay to still access the enquiry
process, at a level appropriate to their development.
Findings
Next Steps
The National Curriculum Council (1991) believed that every pupil with SEN should have the opportunity to
access science. Bell (1998) agrees with this, highlighting the significant contribution science can have for
children with SLD and PMLD, suggesting that science encourages children to develop their skills which
enables them to become more confident in their abilities. The National Curriculum Council (1991) adds to
this, explaining that the characteristics of scientific activities allow children with SEN to achieve success.
Bell (1998) goes on to state that if children are not provided with the opportunity to access the science
curriculum, the opportunity to develop these skills will be missed.
Mooney (2000) writes of Dewey’s theories on learning, stating that Dewey shared Piaget and Vygotsky’s core ideas
on education. He felt, education should be child centred and involve the child’s social world and community, it
should not only be active but also interactive (Mooney, 2000). Dewey (1938) theorised that as teachers play such an
important role in the education of children, they should be confident in their own skills and abilities.
Exley (2011) felt that in the three years previous to his article, the quality of science being taught in primary schools
had deteriorated rapidly, largely due to teacher’s lack of science knowledge. This is in line with Murphy and Beggs
(2005) who found that the most significant issue being faced in the teaching of primary science was the teachers lack
of confidence to deliver a science curriculum which derived from their limited background knowledge.
Kerith Locke—100332647
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