Category Archives: Curriculum resources

What is Scientific Literacy?

For our recent science workshop we were studying a concept known as Scientific Literacy. We were put into groups to try and get a good understanding of the term. So, Hannah Gibson, Kathleen Mullen, Michelle Mackie and I have written a report on our findings.

According to the Programme for International Student Assessment, scientific literacy is defined as “the capacity to use scientific knowledge, to identify questions and to draw evidence-based conclusions” It then goes on to tell us that “Clearly this does not mean turning everyone into a scientific expert, but enabling them to fulfil an enlightened role in making choices” This definition helps us to understand that science is something which should involve research of a specific area of science, ask relevant questions and find a suitable outcome. It also explains that science is a subject which should be enjoyed by pupils and teachers.

Without noticing, we use science every day of our lives and a lot of our decision making comes from science. From choosing what to eat to considering how our decisions will impact the surrounding environment. So, an understanding of scientific literacy is extremely important in having a sound understanding of all types of science in everyone’s daily lives.

Some may say that not all aspects of primary science need to involve fair testing. For example one of the primary school science experiences and outcomes states: I can identify and classify examples of living things, past and present, to help me appreciate their diversity. I can relate physical and behavioural characteristics to their survival or extinction. SCN 2-01a (Scottish Government, 2009) Fair testing may not need to be used for this particular outcome, however it will contribute to the child’s level of scientific literacy. (Jane Turner et al, 2012). Overall this supports the idea that fair testing does contribute to becoming science literate although it is not always vital. It is possible to become science literate without always using fair testing. Jane Turner et al (2012)

Within scientific experiments, a fair test is one which the variables are controlled and bias is avoided. The aim of this it to provide reliable results that allow the experimenter to observe and identify the impact of one factor.

While exploring the concept of fair testing in the classroom, children should be encouraged to think about all of the factors that could influence the results of the experiment and which of these can be controlled. In this way, children are learning to become critical and the appreciate that absolute reliability may not be possible (Linfield, 2009. p3)

It is vital that children are taught the principles of fair testing within schools, because this allows them to recognise the wide variety of factors which can influence of the results of a test or experiment. This knowledge allows children to be objective and to feel more confident to challenge or question information, rather than accepting it on face value.

Linfield, R S, 2009. Planning to teach Science: in the Primary Classroom. London: Hopscotch
Turbull, M. (2016) Creating Connections and Contagious Enthusiasm for Science. Available at: http://www.letstalkscience.ca/about-us/why-science.html (Accessed: 9^th February 2016)
OECD [Organisation for Economic Co-operation and Development] (2003) The PISA 2003 Assessment Framework – Mathematics, Reading, Science and Problem Solving Knowledge and Skills. Paris: OECD.
it’s Not Fair. Available at: https://www.ase.org.uk/journals/primary-science/2012/01/…/30-33.pdf (Accessed: 09/02/15)
Scottish Government (2009) Curriculum for Excellence: Science: Experiences and Outcomes. Available at: http://www.educationscotland.gov.uk/Images/sciences_experiences_outcomes_tcm4-539890.pdf (Accessed: 09/02/16)

#keepdancing

2 Replies

We recently had a workshop on dance and it was something which I thoroughly enjoyed. Between the ages of eight and 15 I took part in a couple of different dance groups. I started off as a highland dancer which was something I loved taking part in and is something I would really like to start doing again at some point. I then danced at a local dance school with a ‘street dance’ kind of style. However, I did not enjoy this as much and stopped dancing.

I then started musi dance-dreaming cal theatre which is still a huge love of mine. I feel as though I’m a much stronger singer than I am a dancer so I think this is why is preferred this kind of performance and expressive art.

So, when I saw that we had a workshop on dance I had mixed emotions. I just mainly did not know what to expect from it. However, I loved every second of it. We mainly explored different aspects of contemporary dance which was slightly out of my comfort zone and this was something which I really liked. We were shown different techniques of dance and shown the importance of using levels of height.

After this workshop I realised how much I actually enjoyed expressing myself through dance and it is something I cannot wait to teach when I’m on placement and when I have my own dance class. I want the children to understand that if they’re not feeling so confident that it is okay and I want them to enjoy themselves.

For placement I have been given a primary 6/7 class and with my knowledge of the CfE Experiences and Outcomes for Dance as a subject I feel that I could make an enjoyable lesson for the pupils to take part in.

CfE Outcomes : “Inspired by a range of stimuli, I can express my ideas, thoughts and feelings through creative work in dance” EXA 0-09a / EXA 1-09a / EXA 2-09a and ” I can explore and choose movements to create and present dance, developing my skills and techniques” EXA 2-08a

Learning Intentions: By the end of the lesson I will have worked with my group to create a short dance sequence to express our ideas and thoughts on a specific topic using different movements and levels.

Success Criteria: To create a short routine, with or without music, using different forms of travel, rhythm and levels and highlighting the theme of the lesson.

Assessment: To assess if the pupils have achieved the success criteria I will ask each group to perform their routine and make use of peer evaluation.

How I will achieve this: I will include activities within the lesson that involve the exploration of different forms of travel across the room and activities which allow the pupils to understand the use of different levels and how important this is in the presentation of their routine. Finally, I will include an activity that makes the children use different parts of their body to make a beating noise (e.g. stamping their feet and clapping their hands at a certain speed and a certain beat)

Therefore, I want my dance lessons to be an enjoyable experience for all my pupils. I want them to feel they have the confidence to express themselves through this art and to keep dancing.