Westminster Inner

We are very grateful to the AstraZeneca Science Teaching Trust who so generously provided Oxford Brookes
University with the funding for this project, which ran in Oxfordshire schools during the academic years 2002 – 2004.
Participating schools and teachers:
School
Teachers
Barley Hill Primary School, Thame
Barbara Ellis
Michelle Davies
Carswell County Primary School, Abingdon
Diane Edmonds
Rachael Robinson
Cathy Pearl
Charlton Primary School, Wantage
Pip Eden
Sally Caple
Crowmarsh Gifford C of E Primary School
Eleanor Adamson
Martin Cox
Mary Falvey
Faringdon County Junior School
Kate Wallace
Jenny Keavey
Great Milton C of E Primary School
Lesley Hewlett
Emma Charnock
Harwell Primary School
Sarah Child
Jenny Giles
Sue Gibbins
Holy Trinity RC Primary School, Chipping Norton
Pauline Wakefield
Pauline Brookes
Denise Dane
Kidmore End C of E Primary School
Charlotte Shepher
Rachel Dove
Manor County Primary School, Didcot
Tazmin Cambell
Becci Holmes
Middle Barton County Primary School
Eryl Connolly
Gail Turner
Northbourne C of E Primary School, Didcot
Caroline McIntyre
Heather Delaney
Debbie Thomas
Stanford in the Vale C of E Primary School
Janet Warren
Jayne Snewin
Thomas Reade Primary School, Abingdon
Kevin Dando
Liz Bauer
Watchfield County Primary School
Helen Matyla
Cynthia Jones
Watlington Primary School
Sarah Lambourn
Jo Price
Creativity and Excitement
in Science
Lessons from the AstraZeneca Science Teaching Trust Project
Helen Wilson and Jenny Mant
Oxford Brookes University
Contents
Page
1. Introduction
3
2. The AstraZeneca Science Teaching Trust Project
6
3. The Outcomes – An Overview
7
4. The Encouragement of Thinking in Science Lessons
8
5. Discussion in Science Lessons: The Bright Ideas Time
●
●
●
●
10
Odd One Out
PMI (Positive, Minus, Interesting)
A Big Question
Concept Cartoons
6. Focused Recording
17
7. Practical Science
19
8. Case Studies
22
●
●
Electricity
Scientific Investigation
9. Applications to Key Stage 3
●
●
●
●
10. Summary
26
Odd One Out
PMI (Positive, Minus, Interesting)
A Big Question
Concept Cartoons
32
2
1. Introduction
‘Ah, there’s nothing more exciting than science. You get all the fun of sitting still,
being quiet, writing down numbers, paying attention…science has it all.’
Principal Skinner, ‘The Simpsons’, Bart’s Comet
‘Creative science’, ‘exciting science’ – surely these are oxymorons? There is so much to
get through for the SATs or GCSEs that there is not time to enjoy the work! Is this how
you feel?
Let’s face it; the pressure that is put on teachers these days is unfair. You are criticised if
your school does not produce the necessary results for the league tables and then you
are criticised if you revise thoroughly for these external tests:
‘Stop test drilling, primaries warned’.
This was the headline in the Times Educational Supplement of 12th November 2004. The
article noted that the QCA has warned schools against ‘unacceptable over-preparation for
Key Stage 2 assessments’.
So what is the answer? Are you in a ‘no win’ situation?
What if there is an approach to science that teachers and pupils enjoy far more and
which also results in raised standards? What if a more imaginative, creative and
challenging approach results in better achievement in SATs?
In other words, can we prove that if the pupils enjoy their science more, they will do
better and that this will also result in teachers who enjoy teaching science more?
Excellence and Enjoyment, a strategy for primary schools, opens with the words:
‘Children learn better when they are excited and engaged
…when there is joy in what they are doing, they learn to love learning.’
Is it possible to prove that this is in fact true so that teachers can relax a little and take
some creative risks in their teaching?
The main aim of the Oxford Brookes University project, funded by the AstraZeneca
Science Teaching Trust, which ran from 2002 to 2004 in Oxfordshire schools, was to
demonstrate with hard evidence that a more imaginative, creative and challenging
approach to science would indeed result in better achievement in SATs. Most importantly,
it was anticipated that both the pupils and the teachers would have increased enjoyment
of science and become more enthusiastic about the subject.
3
Introduction
So did it work?
From the teachers’ perspectives:
They love science! They
are very enthusiastic, and
feel they are learning in a
more interesting way.
And from the pupils themselves:
I have enjoyed science more
and think this has rubbed
off on the class.
They are far
more interested
in science and
always want to
do more.
‘
If it carries on like this then I
think a lot more pupils will say
science is their favourite subject
That was good, you had to
think a lot more… It makes
science much more fun
What about the Key Stage 2 science SATs results? Surely work has to be hard and
painful to reap the rewards of good test results?
13 of the 16 schools showed a marked increase in the percentage of pupils
achieving level 5.
13 of the 16 schools had an increase in the percentage of pupils achieving
level 4 and above.
4
Introduction
There were 412 Year 6 pupils involved in the project and their results were as follows,a
significant improvement compared to the same schools’ results in the previous year:
% of pupils in AZSTT project attaining level 5
= 53%
% of pupils in AZSTT schools attaining level 5 in previous year = 37%
This was also well in excess of the national and county averages in the project year:
% of pupils nationally attaining level 5
= 41%
% of pupils in Oxfordshire attaining level 5 = 42%
The results are statistically significant and bear out the feelings of one of the teachers:
They have more clear ideas about science concepts rather
than lots of knowledge, (but they do have that too!)
Project School Results
% of pupils
achieving
level 5
53%
37%
Previous Year
Project Year
What about the other Key Stages?
In the second year of the project, a group of Key Stage 3 teachers tried out some of
the project strategies in their Key Stage 3 classes. They agreed that the project
strategies are as applicable to Key Stage 3 as to Key Stage 2.
Many of the primary teachers involved in the project were Key Stage 1 teachers and
they also found that the strategies adapted well for this younger age group.
So, no matter what age you teach, do read on and you will
find material that is suitable and adaptable for your pupils
5
2. The Oxford Brookes University / The AstraZeneca Science
Teaching Trust Project
The project involved sixteen Oxfordshire primary schools and two key teachers within
each school: the science co-ordinator and a Year 6 class teacher. This was a
collaborative venture and the team was made up of the three researchers from Oxford
Brookes University and the thirty-two participating teachers. Two of the Oxford Brookes
researchers were Helen Wilson and Jenny Mant, the authors of this booklet, and the third
was David Coates who has since moved to Hull University.
The whole team met for sessions of continuing professional development in the university
spread out over the year. These sessions explored the links between creative science
and challenge. Throughout the year the teachers implemented the suggested strategies
for challenge in their science lessons, evaluated the results and reflected on the
implications for their teaching.
Hence it can be claimed justifiably that all the strategies
and ideas in this booklet have been tried, tested and
approved by practising teachers in Oxfordshire
An inclusive model of provision was promoted throughout the sessions. The intention was
that all the pupils would have access to a learning environment which was characterised
by a high degree of challenge through discussion and practical work. Providing the whole
class with challenging tasks and questions then resulted in opportunities for all the pupils
to demonstrate their depth of thinking and understanding.
6
3. The Outcomes – An Overview
The participating teachers tried out various strategies over the year and then came back
to the university to share findings about their effectiveness. Hence they continually
shared good practice and ideas and adapted their own practice in the light of their
findings. At the end of the year, they considered what they felt were the key differences
that the project had made to their science lessons. They decided that these key
differences were:
More emphasis on pupils’ independent scientific thinking
● Increased time within lessons spent in discussion of scientific ideas
● More focused recording by the pupils, less time spent writing
● More time for hands on, practical investigations
●
The rest of this booklet will take each of these outcomes in turn, exemplify them and note
related comments from the teachers and their pupils.
In summary, these differences resulted in science lessons that were characterised by the
pupils being engaged in:
More practical activity
● More questioning
● More discussion
●
Less writing
● Deeper thinking
●
mould
investigation
Two of the researchers in this project have published a book:
Coates, D. & Wilson, H. (2003) Challenges in Primary Science: Meeting the Needs of
Able Young Scientists at Key Stage 2. London: NACE/ Fulton Publication
(This can be ordered from www.nace.co.uk)
Many of the strategies for challenge suggested to the teachers came from this book and
it contains more examples than can be included in this booklet. The strategies are
organised in the book under the curriculum headings, Sc1, 2, 3 and 4, and are related to
the QCA Science Scheme of Work.
7
4. The Encouragement of Thinking in Science Lessons
Delivering the content of the science curriculum can seem such a huge task and there is
often concern that too much has to be covered to allow pupils time for any deep thinking.
For teachers and pupils alike, it can often be the case that:
There is too much work to be done to have time to think!
It can however be argued that we cannot afford to allow pupils to miss out on the
opportunities for deep thinking. We surely need to encourage the children we teach to be
able to think critically, with the hope that this skill will remain once they have forgotten all
the facts that we have so carefully instilled!
What the research shows consistently is that if you face
children with intellectual challenges and then help them talk
through the problems towards a solution, then you almost
literally stretch their minds. They become cleverer, not only in
the particular topic, but across the curriculum
Professor Philip Adey
Science is all about thinking and
the enjoyment of thinking deeply
Coates and Wilson (2003)
Education is what is left when
you have forgotten everything
that you learnt
There are ways of encouraging thinking whilst also ensuring that the necessary content is
covered and the project teachers employed a range of strategies to encourage their
pupils to engage in scientific thinking.
8
The Encouragement of Thinking in Science Lessons
A simple strategy that was widely used was to ask the pupils to ‘think, pair and share’. In
other words, a question is asked or a scenario set and the pupils are not allowed to offer
any responses until they have taken a minute to think on their own without speaking; they
then share their thoughts with a partner and finally ideas are shared with the whole class.
This avoids hands shooting up immediately and encourages the pupils to take time to
think. The project teachers found that this improved the depth of the pupils’ answers, as
well as increasing their participation and involvement.
Think
Pair
Share
The teachers’ questioning became more open-ended and, as the pupils became used to
the increased level of discussion, the focus changed more from teacher talk to child
initiated talk.
You can start with a good
discussion… and they love
that freedom to being able
to just speak… they have a
real sense of ownership for
their ideas.
Children need the opportunity
to think things through for
themselves and to talk about
them with other children
That was good, you had to think a lot
more…it makes science much more fun.
AZ pupil
Such discussion has the added advantage of eliciting the pupils’ existing understanding of
scientific concepts and hence less time is used revisiting what they already know and
understand.
Generally the project teachers encouraged far more speaking and listening within their
science lessons. They agreed that it is vital to establish a classroom atmosphere in which
all ideas and responses are valued. They also wanted to communicate to their pupils
that:
Discussing big ideas is more important
than finding the right answer
9
5. Discussion in Science Lessons: The Bright Ideas Time
The ‘Bright Ideas Time’ is a slot to talk about science. It is introduced explicitly to the
pupils as a time for discussing their ideas in science, and it need not take more than ten
minutes per session.
It was a strategy that was received enthusiastically and all of the project teachers
introduced this short discussion time into their lessons.
The Bright Ideas Time is often used as a whole class starter activity and linked to the
science topic to be addressed in the main lesson. It can equally well be used as a
plenary or at a transition point in the lesson. The Bright Ideas Time was used throughout
the age range, from the Foundation Stage onwards.
The Bright Ideas slot has taken off
throughout the school. It really encourages
the pupils to think and is rather like a
science mental starter
Both myself and the children
positively enjoy discussing big
questions and I have higher
expectations of them
I really like the Bright Ideas bit, especially
the PMI, because it gets you thinking
. … they are fun and get you thinking, which
is what scientists have to do
AZ pupil
The teachers found that they needed to develop a classroom ethos where all ideas were
valued and it was acceptable for pupils to take risks in their thinking and sometimes to be
wrong. As this developed, the teachers found that more of the talk became pupil initiated
and less teacher dominated.
The teachers were given ideas to be used as prompts for the Bright Ideas times:
●
Odd One Out
● PMI (Positive, Minus, Interesting)
● A big question
● Concept cartoons
10
Discussion in Science Lessons: The Bright Ideas Time
Examples
On the following pages, each of the types of prompts for the Bright Ideas Time are
described, with examples that the teachers used. The ‘think, pair, share’ strategy was
often used by the teachers within these discussion times.
Prompt
Example
● Odd One Out
Chocolate, paper and water
● PMI (Positive, minus, interesting)
Chocolate door handles
● A big question
How do we know that the Earth is a sphere?
● Concept cartoons
Snowman
Specific ideas for using these discussion prompts in Key Stage 3 are given in the
final chapter.
Many more specific examples of all these prompts can be found in:
Coates, D. & Wilson, H. (2003) Challenges in Primary Science:
Meeting the Needs of Able Young Scientists at Key Stage 2.
London: NACE/ Fulton Publication
(This can be ordered from www.nace.co.uk)
11
The Bright Ideas Time: Odd One Out
Mike Dennis, based at Science Oxford, has developed the use of TV game shows, such
as ‘Odd One Out’, to provoke thinking in science. (Dennis, 2002). This is just one
example that the teachers used:
chocolate
Which is the
odd one out
and why?
water
paper
The three different materials are shown to the pupils and they are asked to say which
one is the odd one out and, importantly, give a reason why. A huge advantage of this
exercise is that there is not just one correct answer – the depth of pupil’s thinking is
shown in their reason why their chosen object is the odd one out.
Water can be considered to be the odd one out for a number of reasons. For example, it
is the only liquid, or it is the only one that does not come from a plant. Paper can be the
odd one out because it is the only one that is not normally swallowed. Water, in the form
of ice, and chocolate will both melt when heated but paper will char and burn. Chocolate
can be the odd one out because it is the only one that I like eating at coffee time!
The ensuing discussion will give the pupils the opportunity to be creative in their thinking
and they will need to draw on their understanding of the properties of the materials
involved. The need to justify their answer encourages their thinking.
The discussion can be extended in various ways, such as considering the uses of the
materials in relation to their properties. A more challenging extension is to ask them to
think about how their brain recognises that water is a liquid and paper is a solid. Pupils
can also make up Odd One Out scenarios for each other.
12
The Bright Ideas Time: PMI (Positive, Minus, Interesting)
De Bono and Fisher are amongst the many who have considered and developed
methods to improve children’s thinking. Some of these, such as the PMI lend themselves
particularly well to a Bright Ideas Time in a science lesson. PMI involves considering the
positives, minuses and interesting points related to a specific scenario.
chocolate
door handles!
Within Sc3, pupils are expected to consider the properties of different materials and relate
these to their uses. A PMI exercise can be undertaken to consider the positives, minuses
and interesting ideas involved in making door handles from chocolate!
Some responses:
Positive: We will never go hungry.
Minus: We will be stuck inside rooms in the summer when the door handles have
melted.
Interesting: Rooms can have door handles moulded to suit the season, e.g. eggs at
Easter or Santas at Christmas.
Once again, there is no right or wrong answer and this exercise encourages discussion
and thinking. Links can then be made to the properties of materials and fitness of
material for purpose. Encouraging responses in the ‘Interesting’ category is particularly
valuable in the development of creative and lateral thinking.
The scope for the use of the PMI is endless and they can be taken to varying levels of
complexity and challenge, e.g. umbrellas made of glass, the Earth stops spinning, a
world without electricity…..
13
The Bright Ideas Time: A Big Question
How do we know
that the Earth is
a sphere?
Astronomy is, by definition, an infinite topic, which has huge potential for stretching the
mind. The universe is awesome and wonderful.
At Key Stage 2, the pupils are expected to understand that the Sun, Earth and Moon are
approximately spherical. The fact that the Earth is a sphere may seem blatantly obvious
to the adult who has grown up with pictures of the Earth taken from space (and the
ubiquitous school globe) but the theory was well established before the first space flight.
In fact, the ancient Greeks were aware of a spherical Earth and those who first set out to
sail around the world were also fairly sure - yet the Earth looks flat to me!
It is therefore more challenging to ask the children to consider the question but pointing
out that they are not allowed to include photographs from space in their answers.
This is an interesting discussion starter and it is surprisingly mind-stretching topic. Some
of the evidence is as follows:
When a ship disappears over the horizon, the last thing to be seen is the mast.
The Moon and the Sun appear to be circular so perhaps the Earth is too.
Different stars can be seen in the sky near the horizon at different places on the Earth
The experience of the teachers was that answers to this question can range from the
simplistic to the profound:
If it’s flat, when you make the
foundations for a temple why
doesn’t it go through?
Why doesn’t water fall off the
edge if the Earth is flat?
Because gravity comes from the centre of the earth, because a sphere
is the smallest shape you can make from the centre, it would most likely
be pulled up into a sphere. (Year 6 pupil)
14
15
The Bright Ideas Time: Concept Cartoons
The concept cartoons of Naylor and Keogh (2000) are very well suited to promoting
discussion in a Bright Ideas Time.
These cartoons portray a particular situation and cartoon characters state their scientific
understanding of what is going on or they predict what will happen next. Naylor and
Keogh have been careful to include many common misconceptions within these
statements and so the cartoons are a wonderful source for discussions and sharing of
ideas.
The cartoons can also be used as prompts for investigations to discover what actually will
happen, or prompts for research to discover more about the scientific ideas behind the
situation.
The cartoons are carefully organised into curriculum areas and have notes about each
picture and the science behind it so that the teacher can be confident in enabling the
discussion. It is now also possible to buy them on CDROM for use with interactive
whiteboards – a wonderful resource. They can be ordered at www.conceptcartoons.com
The Snowman’s Coat
This cartoon can be used for all Key Stages and the discussion taken to different levels.
Possible ideas for discussion:
●
●
●
●
●
●
Hot/cold
How things heat up/stay warm/keep cool
Keeping out the cold
Temperature changes
Properties of materials
Particles and energy
●
●
●
●
●
What is temperature?
Putting on a coat to keep warm
Melting
Heating and insulation
Energy changes
The cartoon also can be used as a springboard to an investigation so that pupils can try
out their ideas by modelling the situation.
16
6. Focused Recording
An important outcome of the project was the development of a new approach to the
quantity and type of recording required of the pupils in science lessons. Many of the
teachers previously expected the pupils to record every step of an investigation or to
copy considerable chunks of writing from the board, which sometimes resulted in a large
part of the science lesson being taken up by writing.
The teachers were encouraged to consider why pupils are often required to record so
much of their science in a written form. Do children learn more by writing down what they
have done? Do they revisit their books and use them as a revision tool? On the whole,
they agreed that the purpose of recording is to reinforce the learning and not to create a
revision tool. Hence the recording needs to be an effective means of learning and
approached creatively.
A range of alternative means of recording was considered and employed, with the result
that it became far more focused. The evidence of coverage is then still present but it is in
a variety of forms, including in the teacher’s planning.
As a rule of thumb, the teachers themselves decided that no more than twenty minutes
should be spent writing in a two-hour science lesson.
This change in practice proved to be liberating for both teachers and pupils. It released
time for more practical science and more discussion of scientific ideas.
One method of focusing was to ask the pupils to record only one particular part of an
investigation, such as the prediction or the interpretation of the results.
There is more
learning and less
writing
AZ pupil
Being under less pressure to
(record) everything has
enabled more fun practical
learning in my lessons
(I am) keen that recording is more
focussed on one or two aspects not
the whole investigation/they seem to
retain information more.
17
Focused Recording
One teacher used her interactive whiteboard and recorded all the pupils’ experimental
results in Excel: a class graph was produced and the pupils focused on spotting patterns
and looking for anomalies. The graph was then printed and photocopied for the pupils’
books. A Key Stage 1 teacher produced a class bar chart on a large piece of squared
paper, which was then copied for each of the pupils.
Digital photographs are useful and an example is described in one of the case studies in
chapter 8. The Oxfordshire LEA science team has developed a planning house to
facilitate the recording of an investigation. This is adapted for the different year groups
and can be used as worksheets or can be made into a large poster for use with post-its.
It is also available for interactive whiteboards.
This excellent resource is found at:
http://sds-science.port5.com/pri_docs/Planning%20house.doc
One of the teachers noted that that she encouraged more independent writing and that,
at first, the presentation was less polished but it was more meaningful. Links between
curriculum areas were developed and occasionally the recording took place in a literacy
lesson. A Year 5/6 teacher asked her class to decide on their own ‘best way’ of recording
their experiment and they decided on recording the stages in cartoon form. Many of the
teachers encouraged a more creative approach to recording, such as the use of spider
diagrams, different types of concept maps, the making of quizzes and posters.
Generally a wide variety of imaginative strategies for recording was developed and it was
more focused, releasing time for the doing of science.
I have been ‘untethered’
by the ability to record
less and think more.
AZ teacher
We used to have to write
more in science, but this year
I have had to do a lot more
thinking and talking.
AZ pupil
What about OfSTED? The teachers agreed that prior to the project the main reason that
pupils had been required to record all their work in science was so that there was
evidence of coverage for OfSTED inspectors. Several of the teachers had inspections
after the project and found that they needed to justify the focused recording but that the
inspectors were clearly impressed and convinced when they questioned the pupils about
their scientific understanding.
18
7. Practical Science
The focused recording meant that time was released in lessons for more ‘doing’ of
science and this was particularly well received by the pupils. The level of engagement
increased and the pupils made clear links between doing, having fun and learning.
We liked doing more
investigations and doing the
investigations ourselves.
Doing all the experiments, I learned
a lot more and a lot quicker, because
I think when you see it visually, it
sticks in your mind more. And I’ve
enjoyed all the experiments, because
we’ve done tons.
Because when you see it live you
probably think about it more, more
than just if you was doing it on a
worksheet
Excellent resources are available to give ideas for investigations and other practical work,
such as that produced by the Oxfordshire Science Team (2004), Enjoy Teaching Science
Investigations: Books for Key Stage 1 and Key Stage 2.
Successful investigations
●
Contextualising the investigation
●
Pupil ownership
●
Discussion and thinking
Contextualising the investigation
It is often beneficial to set an investigation into a real life or relevant context for the age of
the pupils, such as:
It is a long way from the staff room to the playground and my coffee gets cold.
What can be done about this?
● Santa’s trousers get ripped as he goes up and down the chimneys. Can we
find a better material for them?
● Which of my many shoes are the best for me to wear on an icy day?
● You have been stranded on a desert island, how can you obtain drinking
water?
●
19
Practical Science
Pupil ownership
As the pupils became used to doing more science investigations, they became
increasingly independent in their ability to suggest and perform the investigations. The
level of challenge was increased with highly focused questions.
We got to do it ourselves. Ms B was
asking us why, not telling us why, the
water spread everywhere. She asked us,
and we had to work it out ourselves.
If you’re just told to write
something… but if you find out
something first and then report it,
then you learn.
20
I did like the idea of deciding your own
experiment, because then you can actually
learn what’s going to happen with things
that the teacher has never even said
anything about
They now suggest investigations
knowing that sometimes their
ideas will be followed through.
I feel free to let them do this.
Practical Science
Discussion and thinking
Partially as a result of the Bright Ideas Times, the pupils became used to discussing
scientific ideas and this also took place during the practical work. The pupils became
increasingly aware that taking risks can be a vital element in the learning process and
that the freedom to make mistakes and learn from them deepens their understanding.
I found it really good, because then
next time you do it, you sort of think
of how ‘this is what I did wrong’. You
think about that more
I liked talking about the experiment
before we did it, because it helps me sort
of understand what we have to do and it’s
easier doing the experiment
Because everyone has a different
prediction. I quite like it when the
prediction is wrong, and you find out
what actually happens
The teachers were often surprised at who responded with an in-depth answer. This sometimes led
to identification of ability in science where it was not expected. One teacher noted that the two boys
who surprised her by the depth and quality of their responses had been displaying behavioural
problems but that their level of engagement had increased dramatically as a result of her new
approach.
With a new approach taken in science,
with a lot more discussion and
practical tasks, I have found it is some
of the less able in literacy who are
really gifted in science.
21
8. Case Study: Electricity
This is a specific case study of a science lesson that exemplifies the type of approach
used throughout the project.
Teacher: Pip Eden
Charlton Primary School, Wantage
Years 5 & 6
Context: Pip had a mixed class of Years 5 and 6. The Year 5 pupils had not previously
used electrical symbols for circuits, but the Year 6 pupils had already covered this. The
class had not done any work on electricity since last year.
Key features of the lesson:
A Bright Ideas Slot
● Practical problem solving
● Focused recording
●
Resources:
●
Rocks to use as ‘jewels’, batteries, bulbs, bulb holders, buzzers, motors,
crocodile clips, paper clips, Aluminium foil, bare wire, wire strippers,
Aluminium foil, cardboard, A4 card, scissors, sellotape, plastic beakers, junk
modelling material
Introduction: Bright Ideas Slot:
‘A world without electricity’:
PMI – consider the positives, minuses and interesting possibilities of a world without
any electricity
The pupils were used to a Bright Ideas slot and responded well to this opener. It was
interesting that they found many more positives for a world without electricity than
minuses!
Some examples:
22
P
Not so many green house gases
No electricity bills
Children wouldn’t have computers so they’d be outside more & fitter.
Without electric powered factories they wouldn’t be able to make guns and
weapons
M
No street lights so they’d be security issues and crime might go up.
Food would go off because no fridges so might be more food poisoning.
I
Steam power would make a come back or solar power would be more
common.
It would be like going back in time.
Case Study: Electricity
Main Activity
This led onto the main activity, which was presented by Pip, wearing a tiara! Pip took on
the role of a queen (hence the tiara), who had inherited a precious jewel. This jewel was
so valuable that her insurance company would not allow it to be on display: it had to
remain locked away in a safe. The queen asked her scientific advisors – the class - to
design and build an electrical system that enabled the precious jewel to be displayed
without being stolen.
The class was divided into groups of 3 pupils, mixed between Years 5 and 6. No revision
about electrical circuits was done before the problem solving activity began.
The pupils were told that each group would be asked to demonstrate their solution to the
rest of the class at the end of the lesson. Also they were asked to record their work by
taking a digital photograph of their end product, printing this out and labelling it to show
their system clearly so that it could be produced as a poster.
In the plenary, Pip used the interactive whiteboard to introduce electrical symbols to Year
5, drawing on Year 6’s experience of this from the previous year. The interactive
whiteboard had electrical symbols as part of its original software package and Pip moved
these around the board to make circuits.
The pupils were highly motivated and engaged throughout the lesson. They produced a
variety of imaginative solutions to the problem, such as a pressure pad that completed
the circuit when the burglar stood on it, and an alarm going off when the door to the room
is opened or when the jewel is lifted.
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Case Study: Scientific Enquiry
This is a specific case study of a whole school investigation which again exemplifies the
type of approach used throughout the project.
Teachers: Cynthia Jones, Helen Matyla - Watchfield County Primary School
Whole School Science Investigation
Context: A whole school science investigation was held
and all the classes throughout the school carried out the
autogyro (paper helicopter) investigation at the same time.
Aims:
To see how the investigation would be carried out and developed by the
different year groups
● To see how the more able pupils could be challenged whilst still working within
their own key stages
● To use the day as a monitoring exercise
●
All the staff were given a handout to guide them as to how to present the investigation,
what resources would be needed and some questions to ask the pupils.
Three focus pupils, representing the ability range in each class, were identified and
monitored for:
Their approach to the task
● What they discovered
● Any changes they would make if they repeated the investigation
●
Key features:
●
●
Practical investigative science
Focused recording
Following the day, Key Stage meetings were held to discuss how the investigation went
and the responses of the pupils at the different levels. All the pupils participated well and
the work was moderated in terms of skills achieved within Sc1 and a portfolio of evidence
produced.
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Case Study: Scientific Enquiry
Staff handout: The Autogyro Investigation
Resources:
A4 paper, scissors, paper clips, selection of different types & sizes of paper/card, simple
instructions for the construction of an autogyro (paper helicopter), which can be found at
such websites as:
http://www.raes.org.uk/raes/careers/education/education_autogyro.htm
http://www.science.ie/uploads/documents/upload/paper_helicopters.pdf
Key Stage 1
Introduction:
● The autogyros (paper helicopters) already made or the template prepared and
pencil lines drawn to show pupils where to cut.
● Relate to nature by demonstrating winged seeds
● Pupils play with seeds (Discuss and note their observations)
Main activity:
● Pupils drop their paper helicopters (Discuss and note their comments)
● Pupils work in pairs/small groups for the investigation
Questions for the Investigation:
● Which hits the ground first?
● Which is the fastest?
● What makes a good/bad spinner?
Challenge for the more able:
● Fair testing, changing the material, suggestions for what makes a good
spinner.
Note pupils who use different paper, make it bigger/smaller, alter the length etc
Recording:
● Make a display of the helicopters, showing the best.
Years 3 and 4
Pupils make their own autogyros and it is anticipated that they may demonstrate
increasing sophistication, such as:
Prediction
● Repeating results
● Making changes such as the number of paper clips attached to the autogyro or
the height of drop.
● The recording of their results
●
Year 5 and 6
It is anticipated that the pupils will approach the investigation in a more mathematical way
and demonstrate the deeper application of scientific understanding.
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9. Applications to Key Stage 3
Many new ideas for developing thinking
skills across all Key Stages.
A feeling that this work has the potential to
positively impact our teaching.
KS3 teacher
Yes, KS2 Bright Ideas can be applied
to KS3 and it does work to promote
thinking and sustain enthusiasm
KS3 teacher
During the second year of the project some of the primary teachers met with Key Stage 3
teachers from local secondary schools. The meetings explored whether the project
strategies could be used in key stage 3.
The overwhelming feeling of the Key Stage 3 teachers was that the project strategies are
relevant and useful in Key Stage 3, and that they can be readily adapted to fit into the
Key Stage 3 curriculum. The secondary teachers tried some of the strategies in their
classes and reported back to the group on the outcomes. They found that the strategies
challenged the pupils and encouraged more and deeper thinking about scientific ideas.
They commented favourably on how the ‘AZ style of teaching’ encouraged free
discussion which allowed pupils to bring their own knowledge to the classroom, and that
this is of benefit to all children not just the most able. In many cases the teachers noted a
changed emphasis in the lessons. This new emphasis involved more imagination, more
open ended questions and discussion and more fun.
Far more challenge – use the
techniques such as big ideas and
PMI. How to approach topics in Year 7
and make sure that they are
challenged throughout KS3.
Mostly applied to year 7 classes,
although perfectly applicable to
the whole of KS3.
What follows are ideas for adapting the
strategies described more fully in previous
chapters for Key Stage 3 and some
examples of how these were used by the
teachers with their classes.
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KS3 Bright Ideas Time: Odd One Out
This strategy can be used in any of the Key Stage 3 topics. The example given earlier of
chocolate, paper and water can equally be used in KS3 but more in-depth reasons for the
choice of the odd one out would be expected of the pupils. The discussion could focus on
the arrangement and behaviour of the particles, the effect of heating, or chemical and
physical changes.
As with the primary pupils, it is important to stress the ‘why’ and to make clear that there
is not just one right answer: it is the discussion and the thinking that is important. Also, as
in primary schools, the pupils can be asked to devise their own odd one out scenarios
and present these to the rest of the class.
Key Stage 3 Odd One Out example. Forces topic:
Which is the odd one out and why?
A. car moving along at 30 mph
B. trolley pushed steadily along a bench by a pupil
C. girl freewheeling down a hill on a bike moving faster and faster
The pupils are asked to consider each of the situations above and using their
knowledge of forces and movement decide which one they think is the odd one out
and why.
Good reasons can be given for choosing each of the situations above as the odd
one out. For example:
●
C is the odd one out because it is the only one where there is change of
motion, the girl is moving faster and faster, and so there must be
unbalanced forces acting on her. In both A and B there is steady,
unchanging, motion and hence balanced forces.
●
B is the odd one out because it is the only one where there is a contact
force exerted by a person, the push from the pupil on the trolley, in the
direction of motion.
●
A is the odd one out because the car has a much larger mass and
hence needed a much greater force acting on it to move it from stationary
to the 30mph.
Further discussions could focus on energy transfers and fuels.
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KS3 Bright Ideas Time: PMI (Positive, Minus, Interesting)
PMI involves considering the ‘P’ - positives, ‘M’ - minuses and ‘I’ - interesting points
related to a specific scenario, as described earlier, and can be used to stimulate thinking
and discussion. As with the ‘Odd One Out’ strategy above, it is important to stress that
there is not one right answer and the aim is to encourage pupils to feel confident to think
creatively and express and justify their ideas.
Some PMI scenario examples suggested by KS3 teachers:
Consider the positives, minuses and interesting points associated with:
● The sun shining all the time
● All sound being absorbed
● No soil on earth
● All door handles made of chocolate
● Humans have cells like plants
● No friction on earth
● Houses made of gold
● Science not taught in school any more
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Points to consider when using PMIs in Key Stage 3:
● When doing a PMI for the first time it is important to give pupils clear guidance
on what to do
● They need to be reassured that their ideas count and that there is not just one
right answer
● Explain that a key point of the activity is to help them to think about the science
they are learning
● Use the ‘think, pair, share’ strategy (see earlier) to encourage all pupils to have
confidence in expressing themselves
● PMIs make good starters and plenaries
● Pupils can make up PMI scenarios and present them to the whole class.
KS3 Bright Ideas Time: A Big Question
The ‘Big Questions’ described earlier in the book are as important in Key Stage 3 as in
Key Stage 2.
PMIs, bright ideas, big questions, the
idea of challenge in all lessons, more
open ended ideas.
All good stuff!
They are good for
getting the kids to think.
Several of the Key Stage 3 teachers successfully used the ‘think, pair, share’ strategy
when introducing the Big Questions. Many also found a ‘no hands up’ rule helpful. This is
where pupils all have to think about the question rather than shooting up their hands, and
then after a suitable time for thought the teacher asks a particular pupil, or pupils, for their
views. Discussion of a Big Question can be used at any point in a Key Stage 3 lesson
e.g. starter, transition, stimulus for practical, plenary. In addition lesson titles can be
framed as Big Questions. Big Questions were identified by the teachers in all areas of the
Key Stage 3 curriculum. The list below gives some examples:
●
●
●
●
●
●
●
Does a sound exist if no one hears it?
If black objects absorb light why do you
get shiny black objects?
Why do volcanoes erupt?
Why is the Earth a sphere?
What would happen if everyone in the
world jumped at the same time?
How does an acorn grow into an oak
tree?
If you put salt onto ice does the
temperature go up or down and why?
●
●
●
●
●
●
●
●
Why do your eyes water?
What is a solid / liquid/ gas?
What do all habitats require / have in
common?
How do animals avoid climatic stress?
How does an electrical circuit work?
Is there life on other planets?
Why do we have seasons?
Why does a shaken bottle of fizzy drink
spray out when opened?
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KS3 Bright Ideas Time: A Big Question
Examples of how they were used:
30
●
What do all habitats require / have in common?
A teacher tried out this big question in a year 7 mixed ability class. The class was split
into groups to discuss. Each group had to come up with at least three answers. These
were then shared with the whole class and discussed. The pupils were asked their
opinions of this style of lesson. Over half of the class said they preferred it and that
they had done much more thinking. The high attainers in the class were particularly
enthusiastic.
●
How do animals avoid climatic stress?
One teacher posed this question to his year 7 class and then started by reading a
story from London Zoo about all the different animals in the winter. The pupils were
asked to try to group the animals as the story was read. They then discussed why
animals hibernate and migrate for the winter.
●
Why do we have seasons?
This question was posed to a mixed ability year 8 class. The pupils worked from first
principles using models and tried to work out the reason for seasons. The more
able pupils went on to consider if all parts of the world have seasons and if they have
them at the same time.
●
Is there life on other planets?
A Year 7 mixed ability group responded well to this. It was used as an introduction into
the solar system and gave the teacher the opportunity to see what the pupils knew
already.
●
How does an electrical circuit work?
This was used to initiate a year 7 brainstorm. All ideas were considered and
accepted. The pupils then investigated their ideas practically, and used the results to
refine their original ideas. The questions were also used as a revision tool with year 9.
KS3 Bright Ideas Time: Concept Cartoons
Concept Cartoons are as useful in Key Stage 3 as Key Stage 2 for promoting
understanding of scientific ideas. The situations depicted in the cartoons can be
discussed on many different levels. Clearly deeper levels of explanation can be
developed in Key Stage 3 compared to Key Stage 2. Pupils can also be asked to make
their own statements in response to a cartoon and to devise their own cartoons.
Focused Recording
The Key Stage 3 teachers found, like their Key Stage 2 colleagues, that pupils responded
well to more focused recording. They agreed that it was important to always consider the
reason for any writing and recording, to keep it to a minimum and to introduce as much
variety as possible e.g. photographs of experiments, annotated pictures, consumer
reports, letters etc. Again, as in KS2, less writing (particularly copying) frees up time for
more practical activity, discussion and thinking.
Less writing, emphasis on
challenge and involvement in
lessons, emphasis on discussion.
Majority of class prefer this
style of teaching with
minimal writing (including
most able pupils)
Increase challenge and motivation for
all children. It involves a shift in
emphasis in terms of the teaching style
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10. Summary
In summary, the key elements for creativity and excitement in science, whatever the Key
Stages are:
●
●
●
More practical activity
More questioning
More discussion
●
●
Less writing
Deeper thinking
Adey, P. and Shayer, M. (1994) Really Raising Standards: Cognitive Intervention and
Academic Achievement. London: Routledge.
Dennis, M. (2002) ‘Have we got science for you.’ Primary Science Review. No. 71
Jan/Feb 2002 pp.13 – 15
DfES (2003) Excellence and Enjoyment: a strategy for primary schools. London:
Department for Education and Skills
Fisher, R. (1990) Teaching Children to Think. Cheltenham: Stanley Thorne (Publishers)
Ltd.
Naylor, S. and Keogh, B. (2000) Concept Cartoons in Science Education. Sandbach:
Millgate House Publishers
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Lessons from the AstraZeneca Science Teaching Trust Project
Helen Wilson and Jenny Mant
Oxford Brookes University
Design & Print: BrandCentral 01865 422201
Creativity and Excitement in Science