Children develop enquiry skills almost autonomously from birth as they begin to make sense of the world surrounding them (Roden et al 2007). At school, during the Early Years Foundation Stage (EYFS) and Key Stage 1, this natural inquisitiveness can be harnessed through scientific enquiry. Giving pupils explicit exposure to real experiences and phenomena can help conceptualise children’s scientific understanding of the world (Harlen & Qualter 2009). These important considerations were contemplated when planning a scientific investigation suitable for a Key Stage 1 setting. In this assignment I will analyse a lesson I planned, integrating science teaching with cross curricular links to English and Maths too. I will consider teaching approaches of this investigation, possible advantages or tensions with cross curricular planning and teaching and how they may impact on learning and teaching.
Working in a small group, we planned a science investigation into floating and sinking materials, focused towards a mixed year 1 and year 2 class setting. The planning objectives were taken from the current national curriculum (DfEE 1999) and were based around Key Stage 1 Science Unit 1C – Choosing materials for a purpose and Unit 2D – Grouping materials. This is defined by the new curriculum as “Everyday materials; year 1 - describe the simple physical properties of a variety of everyday materials”, and “year 2 - identify and compare the uses of a variety of everyday materials” (DfE 2013 p.141 & p.146). The lesson plan (see appendix 1) was intended to build on work pupils will have begun in reception or year 1 on floating and sinking. The progression would now be considering this in relation to specific materials to solve a problem. I suggested...
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...wden1967-1.html#15. [Accessed 28 December 2013].
Raiker, A.. (2010). Spoken Language and Mathematicss. Cambridge Journal of Education. [Online] 32 (1), 45-60. Available from: http://www.tandfonline.com.atlas.worc.ac.uk/doi/pdf/10.1080/03057640220116427 [Accessed 5 January 2014].
Roden, J., Ward, H. & Ritchie, H. (2007) Extending Knowledge in Practice - Primary Science. Exeter, Learning Matters Ltd.
Rose, J. (2009) Independent Review of the Primary Curriculum: Final Report. [Online] Available from: http://www.educationengland.org.uk/documents/pdfs/2009-IRPC-final-report.pdf. [Accessed 29 December 2013].
Waks, L. (2013). John Dewey and the Challenge of Progressive Education. International Journal of Progressive Education. [Online] 9 (1), 73-83. Available from: http://www.tandfonline.com.atlas.worc.ac.uk/doi/pdf/10.1080/03004279.2013.819618 [Accessed 27 December 2013].
In this essay I will outline the curricular systems for the 0-5 age group in England and Scotland. I will examine in detail the planning and assessment provisions of these systems which allow early years practitioners to gain insight into children's learning and to aid them in that regard. I will draw comparison between the practices of these two countries where possible, and provide criticism of each.
Waks, L. (2013). John Dewey and the Challenge of Progressive Education. International Journal of Progressive Education. [Online] 9 (1), 73-83. Available from: http://www.tandfonline.com.atlas.worc.ac.uk/doi/pdf/10.1080/03004279.2013.819618 [Accessed 6 December 2013].
Part Eight will cover ways to acquire knowledge outside of the “classroom” setting. Travelling, field trips, or simply performing experiments in the backyard are a pleasant way to learn. Recognize and explore every opportunity to teach children how fortunate they are. The majority of children have a “skewed view of reality”. A unique trip, which altered my children’s life and made them appreciate everything they have will be discussed.
Sitwe, M. B. (2010, October 29). Mkandawire Benson Sitwe (2010). How theories of learning influence curriculum specialists during the development Stages of the curriculum | sitwe. sitwe. Retrieved November 19, 2013, from http://sitwe.wordpress.com/2010/10/29/mkandawire-benson-sitwe-2010-how-theories-of-learning-influence-curriculum-specialists-during-the-development-stages-of-the-curriculum/
Dewey's ideas were not broadly incorporated into the practices of his own country, i.e., American public schools and is criticized that the book Democracy and Education constitutes an attempt rather than a refined post-inquiry product, or an incomplete journey rather than a package. However, some of his values and terms like ‘progressive education’ were widespread, and had re-surfaced in many school reform and education theory circles as a prosperous field of inquiry education and inquiry-based
In the first chapter, Dewey draws attention to a conflict in educational theory, between traditional and progressive education. He conceives of traditional education as a system that has that encourages student attitudes of ‘docility, receptivity, and obedience’ (Dewey, p. 3). He considers the task given educators in traditional education to communicate knowledge and skills, and enforce rules of conduct for the next generation. He considers progressive education a system that critiques traditional education for imposing controls and limiting active participation by students in developing subject matter. Progressive education gives learners ‘growth’, freedom of expression and activity. Dewey sees the strengths of progressive education contributing helpfully to an experience of education (p. 20).
Progressive education was a movement based on an emphasis of learning by doing. This style of learning was more about hands-on projects and more experimental learning with groups that will help sharpen social skills. It was a style that allowed teachers to teach the content areas around the needs of the students. John Dewey was a huge supporter and promoter for progressive education. Dewey stated in his journal My Pedagogic Creed, “I believe that the true education comes through the stimulation of the child’s powers by the demands of social situations in which he finds himself.”(Vol. 54 p.77) He believed that all learning took place based on the social situations a kid was presented. Dewey started schools in Chicago that were based on the progressive movements. The school actually combined to teach future teachers this style and approach to education. Dewey stated “This process begins unconsciously almost at birth, and is continually shaping the individual’s powers, saturating his consciousness, forming his habits, training his ideas, and arousing his feelings and emotions.”(Vol.54 p.77) He believed that the set-up of schools should be designed and taught around the real-life and occupational based on community surroundings. Along with the help of other school reformers such as Ella Flag Young, they tried to change school systems throughout the country.
Olson, Lynn. Dewey: The Progressive Era's Misunderstood Giant. 21 April 1999. March 23 2014. .
Assessment has been the greatest challenge in my development as a professional. My coursework as supported my growth in this area, especially in understanding the broad range of assessments used to support students’ growth and development. My courses have also supported my understanding of how ongoing observational assessment and standards-based measures can be used to inform instruction and support the cycle of observation, reflection and planning. Coursework
...ett, S. (2008) . Young children’s access to powerful mathematical ideas, in English, Lyn D (ed), Handbook of international research in mathematics education, 2nd edn, New York, NY: Routledge, pp. 75-108.
When integrating Nature of Science into curriculum, assumptions are made about students and instructors. These assumptions include that students are all at the same level in terms of science understanding and concepts as the rest of their classmates, and also assumes that the students learn at the same rates (NGSS: Appendix A). These assumptions are detrimental to science education when focus needs to be on the content being taught rather than teaching background of science as a standalone. Teaching NOS explicitly becomes increasingly difficult when students aren’t given access to proper science learning environments. As mentioned in the High Hopes – Few Opportunities reading, it is stated that, “California students do no typically experience high-quality science learning opportunities[.]” (Dorph et al., 2011). When students don’t have a basis for scientific concepts, it becomes increasingly difficult to teach NOS. America’s Lab Report further expands on the idea that this style of learning is not likely achievable, as “[N]o single […] experience is likely to achieve all of these learning goals.” (Schweingruber et al., 2005) where learning goals is referencing the goals of laboratory experiences that include understanding Nature of Science. Again, when a lack of understanding for general science exists, its arguably much more difficult to teach
...S., … Killen, R. (2009). Professional Practice in Primary Education. South Melbourne, VIC: Cengage Learning Australia Pty Limited.
Dewey, John, and Reginald D. Archambault. John Dewey on education; selected writings.. New York: Modern Library, 1964. Print.
In Science, teachers serve as the facilitator of learning, guiding them through the inquiry process. Teachers must ask open-ended questions, allow time for the students to answer, avoid telling students what to do, avoid discouraging students’ ideas or behaviors, encourage to find solutions on their own, encourage collaboration, maintain high standards and order, develop inquiry-based assessments to monitor students’ progress, and know that inquiry may be challenging for some students so be prepared to provide more guidance. There are three types of Science inquiry: structured, guided, and open. Structured is the most teacher-centered form of inquiry. This type of inquiry is mainly seen in laboratory exercises where the teacher needs to provide structure, however the students are the ones who conduct the experiment and find conclusions. Guided inquiry is where the students are given tools to develop a process and find the results. As an example, the teacher would instruct the students to build a rocket, but not tell them how to design it. This leaves creativity and uniqueness for the students to be able to apply their knowledge and skills. Open inquiry is when students determine the problem, i...
UniServe Science. (2004). Alternative strategies for science teaching and assessment. Retrieved March 7, 2004 from http://science.uniserve.edu.au/school/support/strategy.html