Category Archives: 2 Prof. Knowledge & Understanding

Return To Science

I decided to select this module due to my lack of experience and confidence in the subject. As a teacher, I feel it is important to challenge yourself and gain subject knowledge in order to produce successful lessons. The thought of going into a primary classroom and conducting a large-scale science experiment is extremely daunting to me. I hope that through engagement with this module my subject knowledge will greatly increase alongside my confidence.

Today was our first lecture in the Science elective. This input consisted of a short introduction followed by our groups conducting a small science experiment. As part of this elective, it is a requirement to vlog our findings. I have decided to make a short video detailing today’s experiment and findings.

On reflection, as a group, there were a number of things which we could have done to improve the accuracy of this experiment.  Cross and Bowden (2014) state that the key to any investigation is fair testing. Our experiment therefore could be considered flawed as we did not accurately measure the water in each of the boiling tubes meaning that the solids had different volumes of water to react with. When experimenting, there are many variables which can be changed, in this instance the variable was the solid. Although it is unlikely to have affected the outcome of the experiment, it could be argued that by using the same spatula for each substance cross-contamination could have occurred therefore altering the reaction/outcome.

 

This experiment was based on observation. Observations are qualitative changes which are easy for people (pupils) to understand (Cross and Bowden, 2014), after grasping basic observation skills pupils can progress to measuring the qualitative changes.  Personally, I lacked any knowledge as to what the substances could be and was unable to explain why they reacted with water in the certain ways. As a teacher, it would be fundamental to have a solid knowledge of a topic before explaining it to the children.

 

However, it would have been of value to predict what each substance was and what reaction it might have when placed in the water and comparing this to the observed result. Cross and Bowden (2014) stress that predictions are important as they allow us to focus on the results.

 

This experiment was centred around soluble and insoluble substances. BBC Bitesize (2017) states that “soluble” describes a substance that will dissolve and “insoluble” describes a substance that will not dissolve. Although at the time this seemed to make sense. I decided it was important to research what makes substances soluble and insoluble.  Through research I have learned that it is the molecules of a substance which determine whether or not it is soluble or insoluble. Water is a polar molecule, one end is positively charged and the other end is negatively charged. Substances that do not dissolve in water are non-polar and do not interact well with water molecules.

 

To further progress pupils’ learning, this experiment could be extended to explore factors which affect solubility, these include: temperature, pressure, polarity and stirring speed.

 

References:

BBC (2017). BBC Bitesize – KS2 Science – Soluble and insoluble materials. [online] Available at: http://www.bbc.co.uk/education/clips/zx7w2hv [Accessed 24 Sep. 2017].

Cross, A. and Bowden, A. (2014). Essential primary science. 2nd ed.

 

Scientific Literacy TDT

“Scientific literacy is the knowledge and understanding of scientific concepts and processes required for personal decision making, participation in civic and cultural affairs, and economic productivity.”
While this is a definition of scientific literacy, once you begin to look into what it means to be scientifically literate, it is easy to see that it is a little shallow. Being literate in science is about being able to question so-called science based on our knowledge; evaluating scientific stories and discoveries made every day. It is the critical analysis of science that makes us scientifically literate, not the ability to blow things up in a lab. While the UK is above average in terms of literacy rates (OECD study), the curriculum in England is beginning to put more emphasis on scientific literacy, and teachers and pupils alike are beginning to notice the change. Based more in secondary than primary education, teachers notice that while it is trickier to teacher, they believe it is more worthwhile. In terms of primary schools, the teacher is essential in building up scientific literacy among children (Shulman 1987), and therefore as training teachers, it is our responsibility to ensure we educate ourselves in terms of science as much as possible.

Analysis of an example where a lack of scientific literacy has led to inaccurate media reporting
In 1998 Andrew Wakefield published a fraudulent report claiming that he combined measles, mumps and rubella (MMR) vaccine could be linked to causing colitis and autism amongst children. The media were quick to publish the story and vaccination rates fell rapidly putting children at severe risk. The public instantly believed the findings as Wakefield was seen as a figure to trust resulting in his publishing not being questioned. One flaw with his experiment was that he only used 12 children for the experiment and some of these children had previous underlying medical conditions which were not taken into account before the experiment (he also did not disclose this information to the general public). This is a good example of science illiteracy as members of the public did not evaluate the quality of the science. Many people did not question the findings or see the flaws within the experiments and as a result put their own children’s lives at risk. Perhaps if we were a more science literate nation controversies and scandals like the 1998 MMR vaccine be avoided.
It is important that when teaching science, children are taught about fair testing. Without having a sound knowledge of fair testing children would struggle to do anything else in science. Being scientifically literate means having the ability to use scientific knowledge, and so in order to learn how to use and apply your knowledge you must first understand fair testing. A lot of science work within the classroom is practical and involves experiments. Science experiments require fair testing in order for them to provide accurate results, and so if children are not taught the importance of fair testing then they will not be able to develop their knowledge and understanding of science.

References – (Explanation of the concept of scientific literacy)
http://www.literacynet.org/science/scientificliteracy.html
http://www.curriculumsupport.education.nsw.gov.au/investigate/
http://www.nier.go.jp/symposium/sympoH20/john.pdf
http://www.ejmste.com/v3n2/brv3n2_cakmakci.pdf

Using Animoto

During my primary school years Microsoft powerpoint was always used for presenting work both by the teacher and by us as pupils. I have never really thought of new and exciting ways to present my work as a teacher and recent lectures have really opened up my eyes as to how many opportunities there are to create fun and exciting work presentations.

Today I created a short Animoto on how to be internet “SMART”. Although I didn’t spend much time creating this video I can fully understand how using this site can make simple presentations more exciting. Animoto is a fairly simple website and I found that importing images and music was straightforward and could be taught to children in the class relatively quickly. Over time I hope to develop my skills using Animoto and also other sites such as Fakebook.

I have attached the link to the short video I made today.

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Language Acquisition. Is there a critical period?

Is there a critical period?

Lennenberg - 1967

Lennenberg – 1967

In 1967 Lennenberg proposed the idea that there may be a critical period for language development. His theory suggested that the first few years of life is the crucial period in which an individual can acquire language. He also implied that if language is not acquired within this time, then it will never be fully developed. He argues: “by the ages of two and three years language emerges by an interaction of maturation and self-programmed learning. Between the ages of three and early teens the possibility for primary language acquisition continues to be good… after this time the brain behave as if it had become set in its ways and primary, basic skills not acquired by this time usually remain deficient for life.” However recent research suggests that learning begins in the womb, which casts a sense of doubt on Lennenberg’s theory.

 

5 Professional Attributes

Integrity is the quality of being honest and having strong moral principles. I believe that integrity is an attribute of a profession because it is important for teachers to uphold moral values as their behavior influences the children they teach. Having good/strong moral values is important in my eyes as you have the ability to teach what is right or wrong. As a teacher our behavior directly influences children so therefore being honest could also be regarded as key. We need to be honest in the way we teach, learn and reflect. A sense of honesty is needed for self-reflection and self-criticism in order to improve. Integrity is also in the GTCS standards for registration.

Another attribute a professional requires is a sense of fairness. Fairness is defined as the state, condition, or quality of being fair, or free from bias or injustice; evenhandedness. This is important to being professional as showing signs of preference towards one person over the other, or perhaps letting one child behave in a certain way that others would not get away with can create tension and animosity. Being fair is also a crucial way to build trust, respect and good relationships. Fairness could also mean equality. I think that being professional means you must treat everyone equally. Discrimination for any reason would simply be unacceptable in any work place, and especially in a classroom.

Justice helps create a safe-environment for us to work and live in and therefore could be seen as a vital attribute of being a professional. Justice is the punishment of the wrong and the upholding of the good. Through justice we can improve our morals. I believe that justice creates a better sense of togetherness and can improve people’s self-discipline. Justice in the workplace is important as it shows unacceptable behaviour will not be tolerated and anyone who has felt a victim (through actions such as bullying) can gain more self-esteem knowing that justice has worked in their favour. I believe justice is important in the classroom as it can stop unruly behaviour and teach children that certain behaviour won’t be tolerated.

In my eyes respect is treating others how you would like to be treated. The dictionary defines respect as a due regard for the feelings, wishes, or rights of others. Respect in a profession can help create strong working relationships. Having mutual respect shows that you acknowledge someone’s talents, skills or attributes. This can be helpful as it can broaden opportunities. By showing you respect someone’s skills they will be more willing to show or demonstrate how to do certain things you may be struggling with. Lack of respect creates workplace tension and an atmosphere that can be hard to work or learn in. Respect towards pupils in the classroom is important not only because pupils will then begin to respect you back, but it shows them that they must respect each other and understand the consequences of showing no respect.

Patience is an important aspect in any profession. Having patience means you are less likely to make unrational decisions. Patience is important in building relationships as it provides us time to process other people’s views, tolerate any behaviours we do not agree with and allow us to stay calm in situations. Patient is important for overcoming anger and frustration. Professionals deal with many frustrating situations on a day-to-day basis and through patience we no only tolerate them more, but we can make them more enjoyable. Children can sometimes be unpredictable and behave in ways in which we do not agree with. Patience is key in all classrooms, not all children will understand your explanation the first, second or maybe even third time. Through patience and by keeping calm we can enhance children’s learning experience, being able to repeat ourselves and tolerate persistent mischief is part of the job and without patience frustration would set in much quicker and the learning environment would subsequently suffer.