Swing through with Science: a project to support transition from
primary to secondary school through science; the primary
perspective
Susan Burr, Frances Simpson,
Faculty of Education, University of Strathclyde
Paper presented at the Scottish Educational Research Association (SERA)
Conference, Perth, 23-25th November 2006
Funded with help from AstraZeneca Science Teaching Trust
Abstract
For a number of years there has been considerable concern about the transition of
pupils from primary to secondary school especially, in science. This problem has been
attributed to a number of factors including, insufficient account being taken of pupils
previous learning.
This project uses bridging materials, ‘science passport’, to improve both the links
between teaching staff and the children’s experience of science during transition. The
passport, used during P7, will then progress with the pupil into S1 where it will serve
as a record of a pupil’s prior attainment, providing evidence for the secondary staff
and as a pupil ‘aide memoir’.
The project is working with four clusters in the central belt of Scotland. Using
questionnaires we are looking at pupil and teachers attitudes to science in P7 and S1,
before and after using the passport. In depth interviews were also carried out with the
teachers.
This paper focuses on P7 pupil and teachers’ perceptions of science and the transition
process at the start of the project. It highlights pupils enjoyment of science especially
of experiments; primary teachers’ confidence in teaching investigations but a
worrying lack of self esteem in teaching science especially physical science.
Introduction
Swing through with Science aims to help schools to work together in clusters to
enhance the transition experience in science for their pupils using a science passport.
Whilst we therefore intend to monitor the children’s attitudes throughout the process,
one of our main aims is to promote teachers working together.
The main aims of the whole project are to:

provide materials that allow P7 pupils to celebrate their achievements in
Science

provide a formative record for P7 pupils to take with them to their new
secondary school

improve the experience of moving to secondary school using science

recognize the links between the science they have done in primary and
secondary school

maintain pupils’ enthusiasm for science across the transition and on into S1

provide short introductory units for the start of S1 science that build on
previous experience and address the basic skills needed in S1 in a topic
format.

enhance the relationship between primary seven and secondary science staff

improve staff confidence in teaching science knowledge, understanding and
skills
This initial paper looks at the development of our science passport and the attitudes of
the primary 7 pupils and their teachers to science and the process of transition.
Background
Previous research (Galton 2003) suggests that one of the main benefits from this kind
of project is not perhaps the improvement in attainment but improved teaching and
learning in both sectors coming from the joined up thinking of primary and secondary
teachers. These tend to be of a greater impact in terms of improved teaching and
learning in both sectors. Whilst we therefore intend to monitor the children’s attitudes
throughout the process, one of our main aims is to promote teachers working together.
A number of studies have highlighted the lack of progress of pupils when moving
from primary to secondary school.
In HMIE Ensuring Effective Transitions (2006) the chief inspector stated that
“an effective transition should guarantee continuity and progression in children’s
learning”
Previous HMIE reports such as Improving Achievement in Science (2005) highlighted
major gaps in the coordination of the curriculum from P7 to S1, raising serious
concerns about the lack of progression and continuity in pupils learning.
“schools and education authorities need to take steps to:
• improve the overall quality of experience and attainment in, science at
P5 to S2
• ensure that associated primary and secondary schools work together to
agree and implement a science programme which:
• allow progressive development of knowledge, understanding and
skills
• meets all pupils’ needs more effectively, particularly in S1, through
using a broad range of differentiation strategies to ensure challenge and
support as appropriate”
The 6th Assessment of Achievement Programme (AAP) survey (2003) assessed pupil
attainment in both Knowledge and Understanding (KU) and Skills strands, It also
explored pupils informed attitudes to science and pupil experiences in science. It did
not specifically study transition but many of the issues it highlighted will have an
impact. The report highlighted a number of issues that would impact on future
developments in the teaching and learning of primary and S1/2 science. Only just over
a third of P7 pupils were secure (achieved 65%) in attainment at Level C (5-14
Environmental Studies national guidelines) and the majority (78%) did not show
basic (50%) attainment at level D (5-14 ES). Writing skills in a science context were
relatively poor at all stages. Fewer than 10% of P7 had achieved level D. This lack of
writing skills may well have contributed to the inability to demonstrate knowledge
and not be an expression of their understanding of concepts. The survey shows
evidence that pupils have been thinking and talking about science ideas and
explaining their understanding but have not been writing about their ideas, personal
understanding and explanations. There was no evidence that numeracy skills were a
barrier to the achievement of skills. In our experience, to talk but not to write about
science, is a characteristic of many primary science lessons this would lead us to
suggest that assessing pupils understanding through written tests might not be the
most appropriate method.
The AAP survey also showed that pupil motivation towards science declined from P5
to S2. The survey findings suggest that transition arrangements, and the extent to
which schools achieve continuity and progression will therefore become increasingly
important
A number of studies have looked at various factors that might affect transition in
science
Braund and Driver (2002) at York University investigated what pupils think about
practical work. Their main findings showed a failing of schools to build on previous
competences. Primary pupils have a positive attitude to practical work and expected
that practical would be a major part of the secondary experience. Clarkson and Wright
(1992) stated that many teachers felt that little or nothing was gained from practical
work in secondary science as far as the learning of scientific concepts was concerned.
If S1 science is merely a repetition of basic skills and not the exciting and new work
they expect, then this could have a demotivating effect on pupils. In England there is
the added fact that the last year in English primary schools is dominated by
preparation and the taking of SATs contributing to the fact that many pupils found
that Yr 6 work was not as hard or as challenging as they had expected Braund and
Driver 2002).
Braud and Driver (2004) decided to use bridging tasks to improve transition. These
units, examples of which include Fizzy Drinks and Bread, offer stimulating projects
for pupils moving from Key Stage 2 to Key Stage3 (KS2 to KS3). The aim is to
“provide work that is significantly different but forms a valid experience for Yr 7
pupils, recognising the level of practical skills and concept of learning that have
occurred before and moves pupils on from this”
Other people have recognised the need for bridging projects to help the transition
process especially in Mathematics and English. A large number of literacy projects
have already taken place including Scotland’s Building Bridges to Literacy (SEED
2003). The literacy trust provides a review of research, reports initiatives and case
studies. The English Key Stage 3 strategy has produced some short bridging units for
use in Mathematics and English (KS3 National Strategy, 2004).
Other work suggests that there are a variety of reasons given for pupils not
progressing
”pupil’s anxieties about their new environment, differing teaching styles,
teachers’ ignorance of each others curriculum content and approaches and
teachers distrust (of the other sector)”
(Galton, Gray and Ruddock 1999). Their recommendations include the need to
develop mechanisms to allow:
• pupils to be able to ask questions about: things they don’t understand;
concerns about classroom learning; teachers’ expectations
• the school to provide for a range of learning styles
• teachers need to be able to evaluate the effect of their interventions on pupils
progress.
Further work by Galton, et al (2003) concentrated on the transfer process (moving
from one school to another). Their conclusions were that the year 7 curriculum was
not challenging enough and that progress in attainment did not go along with positive
attitudes to science. There was a need to direct efforts to the academic aspects of
transfer; initiatives should sustain the excitement of learning throughout all years.
Post transfer pupils should be helped to develop a language for thinking and talking
about their learning. Schools should recognise pupil maturity and give them
responsibility.
In Northern Ireland, Jarman (1997) investigated continuity in science after the
introduction of the NI curriculum. She found that only a few of the secondary teachers
surveyed had taken account of pupil’s earlier work. Many teachers used the diversity
of primary experience as an excuse to ‘start again’. Many schools showed an initial
enthusiasm for P/S liaison but this fell off as other work became took priority.
Jarman also speculates that science in primary, due to the materials and presentation,
may be remembered as episodic memory. This leads to incomplete recall based
mainly on experience and context. In secondary school science is remembered as
semantic memory. This mismatch can lead to pupils ‘not remembering having done’ a
particular piece of science. Many secondary teachers from her survey and not just
those who were dismissive of primary science commented on the ‘done it don’t know
‘syndrome.
Harlen et al (1995) conducted their first survey investigating primary teacher
confidence in science. They concluded that there was a problem with up to 60% of
primary teachers needing help in some aspects of understanding in science and
technology and 30% needing a good deal of help.
“The strategies used to cope in these circumstances result in restricted
and often unbalanced opportunities for pupils to learn science and technology”
Follow up work showed that primary teacher confidence in science was rising (1997).
The questionnaire was the same as in the previous work exploring the following
ideas:
•
•
•
Confidence in teaching science and technology compared to other areas of the
curriculum
How confident they were in developing pupils KU and investigation skills
How difficult they found the professional skills used in science
This increase in confidence was encouraging but there was still a need for
targeted in-service and help with interpreting the 5-14 guidelines (LTScotland
2000).
Methodology
A number of questions were posed by the project, this initial paper will look at those
relevant to primary 7 pupils and teachers.
Research question 1 investigated the attitudes of P7 and S1 pupils towards science.
This paper will focus in on the attitudes of P7 pupils in a number of areas (see
diagram 1.1)including enjoyment of science; teaching and learning of science;
expectation of science in secondary school and science as a career.
Diagram 1.1
Attitudes of P7 pupils
Enjoyment of science
Teaching and learning
Work style
(group ,or individual
work
Expectation of
secondary science
Science as a career
Writing and number
work
Research question 2 investigated the attitudes and experience of P7 science teachers
This question (see diagram 1.2) was also subdivided into a number of areas, firstly,
their confidence in teaching science. This was further divided into science knowledge,
carrying out investigations and teaching approaches. Their understanding of the
perception of secondary teachers to primary science, knowledge of S1 course, CPD
provision and opinion of current transition support were also investigated.
Diagram 1.2
Attitudes of P7
teachers
Confidence in
science
knowledge
Secondary science
Skills/
investigations
CPD
Other issues
Transition process
Sec teachers and
primary science
Teaching approaches
All pupils in Primary 7 of the schools were asked to complete a questionnaire (see
table1.1) at the beginning of the year (August 2006) before using the passport.
They will also complete the questionnaire at the end of P7 after using the passport.
Finally they will be asked to complete a third questionnaire in October (2007) of their
S1 year.
Their teachers also completed a questionnaire (see table 2.2). All P7 teachers involved
in the project were interviewed as well as any teacher responsible for science who was
not a P7 teacher that year.
The interviews were semi structured exploring the same themes as the questionnaire
but with the opportunity to discuss issues in detail and to bring up any other areas of
interest. The interviews also asked teachers what they hoped to gain from using the
passport. The interviews were recorded and transcribed. To ensure reliability both
researchers listened to the recordings and contributed to the subsequent analysis.
Development of Swing through with Science passport
The original idea for a passport came from a range of materials that were produced by
the Association for Science Education for Science Year(2002). The Swing through
with Science passport (Simpson, Burr 2006) consists of a booklet containing a range
of formative assessment type activities. These ‘Active Assessment’ style activities
have been developed from the ideas of Brenda Keogh and Stuart Naylor(2004).
The activities would be used by P7 children for all, or part, of their final year in
primary school. It provides a record of achievement, skills and understanding that
would travel with them to their secondary school where the last section of the booklet
would provide the basis for the introductory sessions in S1 science.
The booklet has been adapted to support the different schemes of work within the
cluster schools taking part in the project. Each cluster therefore has an individual
passport to fit in with their scheme of work.
The authors in their experience of working with a wide range of schools felt that the
materials offered to pupils at the start of S1 were not challenging enough. Many S1
science teachers feel that pupils must be introduced to ‘working in a lab’ and this
topic often extends for many weeks. Other people including Stevenson (1999) agree
that “schools are only partially successful in building on pupils” prior attainment. In
particular “introductory units are often lacking in demand”. We would also agree that
these units are more likely to disadvantage the more able pupils who come with great
energy and enthusiasm for science.
New material was therefore also written for the
secondary schools providing a series of individual projects building on the Primary
topics (level C and D). In a series of small investigations, the basics of working in a
specialist science room, using laboratory equipment, calculations etc. were covered
within the context of soil analysis. Another topic builds on previous work on
classification dealing with the making of biological keys. This part of the passport
also included extra items to fit in with the existing courses in schools.
.
Fig1.1 showing an example of an Earth and Space activity
Passport: Earth and Space
4. Look at these sentences. If you agree with them put a green dot
in the box, I
f you partly agree with them put an orange dot and if you don’t
agree put a red dot.
Oxygen is the main gas in our atmosphere.
The planets stay in orbit around the Sun because
of a force called gravity.
All the planets take the same amount of time to
orbit the Sun.
Fig 1.2 showing an example of an Energy and Forces activity
Passport: Energy and Forces
1.Look at the materials in the boxes below.
2.Colour in red the materials that are energy
.
sources (fuels)
3.and in blue the materials that are not.
coal
petrol
plastic
food
glass
oil
concrete
gas
iron
Pupil Questionnaires
The Primary 7 questionnaire (see table1.1), used a three point scale to investigate the
opinions of primary seven pupils in the 12 schools involved in the study. Areas that
were investigated were enjoyment of science (q1,6,9), working style (q2,3,4),
difficulties (q5,6,7), expectations of S1 secondary science (q10,11,12,13,14,15),
general feelings about secondary school/science (q10,14,15) career expectations
(q16,17). At the end of the questionnaire there was also an open question ‘Science is
all about ……..
Table1.1 : P7 pupil questionnaire
Q
I agree
(
1.1
I enjoy science
1.2
I like to do lots of experiments
1.3
I like working in groups
1.4
I like to work on my own
1.5
I find science difficult
1.6
I get bored in science
1.7
I find the writing in science difficult
1.8
I find the number work difficult in science
1.9
I enjoy working out problems in science
1.10
I am looking forward to doing science in
secondary school
I will do lots of new science experiments in
secondary school
There will be new ideas in science in secondary
school
I will find science interesting and exciting in
secondary school
I think I will find science difficult in secondary
school
I am worried about how I will cope in science in
secondary school
I hope to be a scientist when I leave school
I would like to study science throughout my
secondary school career
1.11
1.12
1.13
1.14
1.15
1.16
1.17
I do not
agree or
disagree (
I disagree
(
Teacher Questionnaire
These followed a similar format but questioned their enjoyment and confidence (q.
1,2,3,4,5,10), preferred teaching styles (q. 6,7,8), links with secondary colleagues
(q.9,11,12,13,16), knowledge of S1 topics (q.14,15) and CPD experience (q.17). In
addition, the questionnaire had several open questions on the topics of assessment,
topics covered in P7, activities linked with the secondary school and a chance to add
any other comments.
Table1.2: primary teacher
Q
I strongly
agree
3.1
I enjoy teaching practical science
3.2
I am confident teaching science
3.3
I am confident teaching about
Energy and Forces
I am confident teaching about
Living Things
I am confident teaching about
Earth and Space
I like to do practical work with
my pupils
I like to demonstrate science
experiments to my pupils
I like to do whole investigations
with my pupils
I talk with my secondary
colleagues about the science
they are doing
I feel confident that the science
work I have done in P7 is of a
high quality
I feel confident that the secondary
school knows what science is
completed in P7
I am happy that the secondary
science department takes account
of the information passed on from
P7 teachers
I am happy that we send quality
science assessments to the
secondary school
I know what topics will be
covered in S1
I am aware of the balance
between written and practical
work in S1 course
I am happy with the support I get
from secondary colleagues
I have opportunities to take part
in science CPD
3.4
3.5
3.6
3.7
3.8
3.9
3.10
3.11
3.12
3.13
3.14
3.15
3.16
3.17
I agree
I neither
agree or
disagree
I
disagree
I
strongly
disagree
Results : questionnaires and interviews
All the primary 7 teachers (20) using the passport were interviewed and completed the
questionnaire, although they did not answer all the questions perhaps feeling that they
were repeating themselves. The interviews were able to explore the following areas
in depth.
What is the Primary 7 teachers current confidence in teaching science?
Knowledge of science
Primary teachers have low self esteem with regard to science especially in
knowledge. Below is a selection of the comments which reflect the opinions of all
the teachers interviewed.
“Not a sciency person” “avoid science”
“ less confidence in Living things”, “aspects of Energy & Forces, especially
electricity/circuit symbols”
”You can forget between lessons,….it helps to have done P6”
”not scientifically minded”, “weak in science” “Energy and Forces lack of
confidence”, “Living things, animals OK plants would like more stimulating
learning” (activities)’
”Energy and Space- lack of confidence”, “not scientifically minded”, “not
good at science”, “not got a good understanding of science”
Skills
In the area of skills teachers felt more confident. Comments included:
“First time difficult but when organised OK”, “Doing investigations takes
organisation but well worth doing since it increases pupil confidence,
encourages pupils to find out”
“(I like) pupil led approaches especially if they help pupils”
“Happy with practical work”
Issues
There are many issues associated with teaching science in the primary school
but the list below typifies those most mentioned.
 the type of practical activity, fun but limited by health and safety,
 lack of staff(help)
 lack of workspace,
 large classes (30)
 availability of resources.
What is the primary teachers’ perception of the secondary schools attitude to
primary science ?
Below is a selection of comments by primary teachers, these represent all the clusters.
”a waste of time”, ‘”just touching the surface”, “S1 teachers want to start at
the beginning”
”Primary science more difficult than a few years ago”
”Jack of all trades, master of none”
”Generally secondary teachers don’t have a good opinion of primary, also in
science”
”older childrens‘ parents more interested in language and maths”
”decent basis, joint projects used to be good ( 8/9 yrs ago)”
”not specialised”
”why are we teaching this science in primary”, “(they think we’re) doing first
year science,…. some should be left to secondary”
The teachers also volunteered their own opinions about the situation:
 “Primary and secondary teachers need to get together and decide who
is doing what”
 “..clear boundaries are needed between secondary and primary
schools”
 “(primary teachers) don’t know what goes on in secondary science.”
P7 Teachers expectations for passport
All the teachers interviewed were positive about the Passport and its role in improving
the teaching and learning of science
This is a selection of the comments made:
 Taking it with them will be good for S1 teachers, improve links with
secondary
 More confidence
 Help liaison with secondary
 Better insight
 Be able to see what happens in secondary
 Assessment tool
 Good reminder when in secondary
 Forge better links
 Support idea that learning in secondary and primary similar
 Pupils will have an accurate record of what they have done
 Hope that work will not be repeated
 Looking forward to using it
 Kids will enjoy
 Help to make science better
 Long overdue
Results of pupil questionnaires
The questionnaires were analysed and converted into percentages then grouped
according to category see graphs 2.1, 2.2, 2.3, 2.4. 386 pupils, 194 boys and 192 girls
from 10 schools answered the questionnaires.
Graph 2.1 : Enjoyment of science , all P7 pupils
70.0
enjoy
bored
60.0
percentage
50.0
40.0
30.0
20.0
10.0
0.0
I agree
I neither agree nor disagree
I disagree
Graph 2.2 : Work style, all P7 pupils
90.0
expts
groups
own
80.0
70.0
percentage
60.0
50.0
40.0
30.0
20.0
10.0
0.0
I agree
I neither agree nor disagree
I disagree
Graph 2.3 : Difficulties in Science all P7 pupils
60.0
writing
number
50.0
percentage
40.0
30.0
20.0
10.0
0.0
I agree
I neither agree nor disagree
I disagree
Graph 2.4 : Science in Secondary Schools, all P7 pupils
90.0
looking forward
new expts
new ideas
exciting
80.0
70.0
percentage
60.0
50.0
40.0
30.0
20.0
10.0
0.0
I agree
I neither agree nor disagree
I disagree
Comparing boys and girls
To see if there were any differences between the attitudes of boys and girls Chi
squared tests where applied to the data.
Question 7 I find writing difficult and Q17 I would like to study science throughout
my sec school career showed suggestive evidence of differences. Girls find writing in
science more difficult and more girls disagree that they would like to study science.
Q9, I enjoy working out problems, Q10, I am looking forward to doing science in
secondary school and Q16, I hope to be a scientist show moderate evidence of
differences.
Boys enjoy working out problems more in science, girls fall into the neither category.
Boys are looking forward to studying science and 80% of girls disagree that they will
be scientists.
Graph 2.5 : Differences between boys and girls, primary 7 pupils
90.0
all
80.0
boys
girls
70.0
percentage
60.0
writing difficult
working out problems
looking forward to sec.sc.
science as career
study science in sec
50.0
40.0
30.0
20.0
10.0
0.0
I agree
I neither I disagree
agree nor
disagree
I agree
I neither I disagree
agree nor
disagree
I agree
I neither I disagree
agree nor
disagree
Pupil comments
In addition to the questionnaire we asked pupils to complete the sentence
Science is all about…….
Below are some samples
“--biology. Finding about human bodies and animals.
Chemistry mixing different chemicals. Physics finding why things happen.
--chemistry, physics and biology. Chemistry is about blowing up things. Physics is
about gravity and things. Biology is about plants.
-- discoveries and inventions and how things work (eg the human body)
--working out problems, doing experiments and having fun!
--learning but at the same time having fun.
--working hard and concentrating.
--finding out new things.
--experiencing new stuff.
--persevering and working out how to solve problems”.
Comments were analysed by looking for specific words and scoring the responses.
About half of the comments mentioned the word experiments, P7 pupils have a clear
idea that science is all about experiments. What they define as such has not been
explored in detail but from experience we would suggest that this would refer to any
activity from small scale practical to whole investigations. Other ideas scored were
problem solving, discovering, learning and thinking, all these ideas were mentioned
only by a few pupils. Pupils already have a sense of the diversity of science, about a
third of pupils mentioned discrete subjects by name (Chemistry, Biology and Physics)
or sometimes by activity. Interestingly many pupils mentioned science as fun and
exciting .
Discussion and Conclusions
In conclusion primary teachers are confident in skills but still lacking in confidence in
KU especially Energy and Forces. They still feel that secondary teachers do not think
much of primary science. They have a lack of self esteem, which cannot help their
confidence in teaching science. Those who had confidence were science specialists
either by choice or by training.
This confidence in skills and less confidence in KU may be mirrored by their pupils
results as shown by the AAP survey (2003 ). In KU, a third of pupils are secure at
level C, the majority have not achieved level D and in Skills a third of pupils
attained level D.
Ten years ago many other issues were raised in Harlen’s work about primary science
(1995,1997) Some of those that have been implemented are highlighted below.
“Ensure acquisition and accessible storage of resources and materials”
Most of our schools had, but some teachers still raised concerns about the type of
resources they had.
“Facilitate, whenever possible , technician / auxiliary help”
Many schools had auxilary help but no specialist technician, where help was
available it made a great difference and encouraged teachers to allow pupils to
participate in group practical work.
“Assist all staff to identify their professional development needs,
Plan provision of school based, cluster based CPD”,
There was no evidence of cluster based CPD, all the schools had access to a range of
CPD. As might be expected primary teachers chose courses that focused on the
age/stage they were teaching. This caused problems when they moved classes, as had
happened with a number of the teachers in our project.
Our primary teachers had little contact with their science secondary colleagues. We
found a worrying lack of communication between primary and secondary classroom
teachers. Each cluster ran a number of pupil induction days in the summer for P7.
Pupils were engaged in a number of activities but their teachers returned to school and
the opportunity for liaison was not used.
They was an overwhelming feeling that secondary teachers had a low opinion of the
science taught in primary schools, even that it was not appropriate to teach science in
the primary school
Our primary teachers were a self selecting group but they are very positive about
using the passport. In the future they felt that all teachers needed to be clear about the
role of the passport, they needed to talk about and collaborate in the production of
P7/S1 courses
Pupils starting P7 are looking forward to studying science in S1. |There is an
expectation that science is going to be ‘experiments’ but also that science will be fun
and exciting.
They already have a sense of three sciences and see science as fun exciting, doing
things, discovering.
They enjoy science but are not so sure about whether they are bored or not. They
don’t perceive any difficulties in writing or number work in science. They also enjoy
group work. This may well have implications for the science we teach in secondary
and for the teaching approaches we use. S1 science does have practical work but also
has a lot more individual work which is often based on writing and reading. Pupils are
looking forward to science in secondary school, and agree that it will be full of new
ideas and experiments.
Galton et al (2003) suggest that pupils get a buzz out of secondary school with its
challenges and new experiences so we need to recognise the differences and
acknowledge them in secondary school.
There are some differences between boys and girls. Interestingly girls are less
confident about writing in science, this was unexpected since girls are often seen to be
better at creative writing. Maybe this is not applicable to the type of functional
writing used in science. Boys enjoy the problem solving aspects of science. In terms
of the future more boys hope to be scientists and show more likelihood of studying
science. It will be interesting to see if these trends are still present at the end of P7.
The future
At the end of P7, after using the passport, we will again survey the pupils and their
teachers. They will be surveyed again in October of S1.
The current S1 pupils and their teachers will be surveyed in a similar manner to our
Primary pupils and staff. This group will act as a control group and give us insights
into the attitudes of this group before the using of the passport.
We also aim to provide support for teachers by running some joint CPD sessions and
responding to any requests for support.
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