Children and teachers do not understand the different types of enquiry Only 4 of children said that there are other types of enquiry than fair testing Recording is mostly teacher led Children do not understandknow the different ways to record ID: 584205
Download Presentation The PPT/PDF document "Areas of weakness identified:" is the property of its rightful owner. Permission is granted to download and print the materials on this web site for personal, non-commercial use only, and to display it on your personal computer provided you do not modify the materials and that you retain all copyright notices contained in the materials. By downloading content from our website, you accept the terms of this agreement.
Slide1
Areas of weakness identified:
Children and teachers do not understand the different types of enquiry. Only 4% of children said that there are other types of enquiry than fair testing.
Recording is mostly teacher led. Children do not understand/know the different ways to record.
Teachers are not confident with assessing ‘working scientifically’. Children do not always know how to improve.
Pilot changes:Developing skills and independence in scientific enquiry To develop independence in different types of recordingAssessment – pupil assessment, peer assessment and teacher assessment
Where was the research carried out?Snaresbrook Primary SchoolYear 4 childrenTwo classes
Examples of enquiry skills:
The children made a human digestive system.
“I really enjoy experiments like this. I learn so much more when I can get stuckin. When someone asks me a question I canpicture it in my head and it helps me to remember.” – Aleksander. Sorting and classifying invertebratesMaking their own sherbetFair test enquiry about yeast
Children developed confidence in sorting and classifying invertebrates.
They independently chose how they would like to classify animals and explained their reasons why.
Children were able to plan their own enquiry.
The children were able to write predictions and give reasons.
Children ‘exceeding expectations’ were able to use scientific knowledge and vocabulary when writing conclusions.
Results (after the pilot changes):
Before the pilot changes, only 4% of children believed there were other types of enquiry other than fair testing.
After the pilot changes, 69% of children said that there were other types of enquiry other than fair testing.
Before
the pilot changes, 62% of children said that the teacher chooses the question more than them.
After the pilot changes, 71% of children said that they got to choose the question.
Shows how their independence has grown throughout the pilot changes.
Before the pilot changes, 41% of children said that they watched the teacher do an investigation compared to 17% that said they did it themselves. After the pilot changes, 54% of children said they did the experiment themselves compared to 13% who said that they watched their teacher do an experiment. Roll out next year:Different types of enquiry (independence)Children to develop independence when recordingNew assessment grids to be implemented
The children identified what type of enquiry would work best to find out more about yeast. Each group planned a different fair test enquiry. Slide2
Areas of weakness identified:
Children and teachers do not understand the different types of enquiry. Only 4% of children said that there are other types of enquiry than fair testing.
Recording is mostly teacher led. Children do not understand/know the different ways to record.
Teachers are not confident with assessing ‘working scientifically’. Children do not always know how to improve.
Pilot changes:Developing skills and independence in scientific enquiry To develop independence in different types of recordingAssessment – pupil assessment, peer assessment and teacher assessment
Where was the research carried out?Snaresbrook Primary SchoolYear 4 childrenTwo classes
Research and findings:
The children made a human digestive system.
“I really enjoy experiments like this. I learn so much more when I can get stuckin. When someone asks me a question I canpicture it in my head and it helps me to remember.” – Aleksander. Sorting and classifying invertebratesMaking their own sherbetFair test enquiry about yeast
Children who were ‘meeting expectations’ were mostly able to use a branching key to classify invertebrates although lacked understanding. Children ‘exceeding expectations’ were able to use more scientific vocabulary to describe the different features.
Children who were ‘meeting expectations’ were able to give simple reasons to support their predictions and write a basic conclusion. Children ‘exceeding expectations’ were able to use real-life experiences and knowledge when writing predictions and scientific vocabulary when writing conclusions.
Results (after the pilot changes):
Before the pilot changes, only 4% of children believed there were other types of enquiry other than fair testing.
After the pilot changes, 69% of children said that there were other types of enquiry other than fair testing.
Before
the pilot changes, 62% of children said that the teacher chooses the question more than them.
After the pilot changes, 71% of children said that they got to choose the question.
Shows how their independence has grown throughout the pilot changes.
Before the pilot changes, 41% of children said
that they
watched the teacher do an investigation compared to 17% that said they did it themselves.
After the pilot changes, 54% of children said they did the experiment themselves compared to 13% who said that they watched their teacher do an experiment. Roll out next year:Different types of enquiry (independence)Children to develop independence when recordingNew assessment grids to be implemented