I’ve put together some fun and thought-provoking ideas for a guest blog post for their followers – but it’s full of great ideas and explanations for teachers, schools, parents, children and home educators alike.
You can find the kitchen science guest post by Dr Jo here and some sneak peak photos below.
I’ve just come back from the Association for Science Education (ASE) Annual conference #ASEconf2020, this year at Reading University. It’s an inspiring, if exhausting, coming together of science educators to share ideas and passion. It’s an excellent chance to be inspired and challenged to think, to network and share best practice. As well as enjoying some fantastic sessions from others, I also made my #ASE presenting debut this year and ran a session on practical primary science (see below).
In addition to a useful and informative exhibition, there are so many concurrent sessions, that it’s difficult to get to everything you want to. Here are some of my highlights:
I had the pleasure of hearing Lynne Bianchi’s keynote speech on ‘connecting the dots’ in our own personal professional journeys, including the amazing Great Science Share for Schools, a free, inclusive, non-competitive, child-centered annual event.
Primary Science Teaching Trust (PSTT) fellows Paul Tyler and Alison Trew showcased their latest #CuttingEdgeScience #IBetYouDidntKnow resources to inspire Primary Science – taking current research topics, summarising them to make them accessible and designing accompanying activities for primary pupils, such as the design a sieve activity to separate everyday items such as pasta and rice, to help understand the graphene sieve innovation to provide clean drinking water.
I also popped into the Science and Plants in Schools (SAPS) drop in Lab to explore a plethora of plant science based enquiry, most of it aimed at secondary, but also plenty of ideas to adapt to fit the primary curriculum and extend the plant workshops I already offer.
During the Primary Teachmeet, there was an opportunity to meet and network with new and old connections and to hear updates on resources, such as:
#FarmerTime – the initiative previously known as #FaceTimeaFarmer linking real life farmers with school children to enhance the curriculum
I finally got to meet two online twitter contacts in real life in the final session of the conference for Rose Edmondson and Liz Chilvers’ session offering guidance on running a STEM club in school. They gave lots of information on why and how to run a STEM club, including lots of go-to activities which work well.
Practical primary Science with Dr Jo
My session, called Practical Primary Science with Dr Jo, was well attended (something I’m thankful for as there is so much to experience at #aseconf and the way the packed schedule is devised means that there are often clashes of similar topics and you never quite know who will turn up!) and my attendees were enthusiastic and joined in with the hands-on activities. The session focused on the key themes of encouraging discovery/investigation and questioning in children, addressing misconceptions and sequencing learning, all via practical activities as examples to highlight points and as a scaffold to the narrative. I talk and explain as I go, demonstrating and providing opportunities for hands-on learning and dual coding, whilst making children – and adults – think!
Feedback from attendees suggests that they valued the opportunity to get hands-on with practical activities, including some new tweaks to tried and tested ideas and the prompts to think about sequencing learning. There was a mix of experience in the room, including in years of service, keystage and country of teaching. Through a mixture of differentiation, direct teaching, scaffolding, extension and paired work, everyone was supported to achieve and learn something!
As a bit of background for those who don’t know me, I’m a qualified primary teacher and a research scientist, with more than 20 years experience delivering science in schools with children and for teacher CPD. I’m passionate about practical science and about maximising it’s impact. It’s not just about taking a practical activity out of the box and running with it. You need to really understand the science about what’s happening, and why, in order to encourage questioning and address any misconceptions. I find that interleaving knowledge-rich content, with context and explicit instructions works well to ensure children understand and know what they are doing. It’s about ensuring that children are learning the things we want/need them to learn. There’s always a place for open ended discovery – indeed that is how we learn about many things – but when addressing a specific learning objective within the curriculum, it’s important that children learn that mixing an acid and an alkali results in a chemical reaction producing carbon dioxide gas if that’s what the teaching is, and not just “We mixed some things and it fizzed”.
If you’ve read this far, then thanks for your endurance! The ASE Annual conference is a welcoming, inclusive, vibrant and busy event with something for everyone. It’s incredible CPD. If you haven’t been before then do look out for Birmingham 2021 and I hope to see you there!
In this guest blog post for Nexus Education, I share some top tips for where to find support for teaching primary science – from curriculum planning and assessment to making the most of external resources and professionals. I hope you find it useful!
It’s the perfect time of year to be collecting conkers, finding seeds, thinking about seed dispersal and observing seasonal changes. There’s so much science to be found outside at this time of year! Whether you have a huge rural space or your children walk past a tiny urban park on their way to school, there are so many opportunities to be had.
Here are just a few ideas:
Collect a whole host of different seeds: group them; observe them; draw them; think about them; how do they work? What happens next? How do they get to where they need to be? Do they use the wind? Do they use animals?
What are seeds? How do plants reproduce?
Explore how the seeds might be designed eg. sycamore seeds, aerodynamics etc, make your own paper helicopters; which designs work best? What happens if you make the ‘wings’ bigger/smaller?
Explore how animals might be involved, link to food chains, nutrition, healthy eating, digestion, characteristics of living things.
What is fruit? Does it contain seeds? Why? What happens to the seeds? Who eats it? You could investigate transit of ‘seeds’ through the digestive system using sweetcorn – and time how long it takes to re-appear 😉
Do bigger apples contain more seeds? How could you find out? Pattern seeking
What about changing states? What happens when you cook fruit? Make jam – what changes can you observe?
What’s eating the pine cones? What else do squirrels eat? Do squirrels really stash food for the winter? Do they find it again?
Play conkers – could you investigate what makes the best conker? Biggest? Smallest? What about ‘traditional’ treatments such as soaking in water or vinegar or baking? Do these help to make it harder? How could you test it? (Hint: they harden as they dry out, but also become more brittle so can shatter. Always take safety precautions eg. goggles. Fresh conkers have a waxy cushion layer to help protect them as they fall from trees)
Check out these links to find even more fruit and seed information, activities and resources:
I’ve been volunteering at scientific events since my undergraduate days more than 25 years ago – long before it was fashionable, popular or even that common to find events. I feel that it’s really important to give something back and to share my passion and excitement for science. Since then, public engagement – or public understanding of science as it was known then – and science communication has blossomed and there are now more and more people sharing their love for their subject and helping people to understand science, increase scientific literacy, science capital and to consider it as a career. Many of these are linking with schools and beyond through STEM Ambassadors .
We are exceedingly fortunate in my hometown of Cambridge to be surrounded by amazing scientific research, scientists and public events and activities. In this academic year alone, I have enjoyed being involved with LifeLab events (including a new one for me leading historical scientific guided tours around Cambridge), Big Biology Day, Twilight at The Museums at the newly re-opened Zoology Museum, Schools’ Day this week and the biggest event of the year, the Cambridge Science Festival , starting this weekend!
These events and activities are an opportunity to engage with people of all ages, find out new things and to spread the joy of science. Wherever you are in the UK, British Science Week this week is a chance to get involved. If you’re local to Cambridge, do look up the myriad amazing events happening over the next two weeks of the Cambridge Science Festival – and maybe I’ll see you there!
It’s National Careers Week in the UK, as well as National Apprenticeship Week #NCW2019 #NAW2019, and my thoughts have been turning to careers advice and provision. There has been much discussion on #edutwitter about when is the optimum time to talk about careers with children and young people. The ASPIRES report suggests that we should certainly be doing this before the age of 11, and research also indicates that children are starting to rule out job areas from the age of 8. Why then is so much careers advice focused on secondary school students?
It is obviously appropriate to be talking about careers and next steps for young people making decisions about their futures, but it is also imperative that we start to expose children to a wider sphere of influence at earlier ages. If you don’t know what different jobs and careers exist, how can you possibly decide if it’s for you or not? I’m not suggesting that this is yet another item to add on to the already overcrowded primary curriculum or to be yet one more thing for primary school teachers to be responsible for. Like so many other skills and experiences we want our young people to have, this is everyone’s responsibility: parents, teachers, grandparents, school leaders, companies and organisations, communities and the wider society. We need to raise aspirations and, more importantly, to widen aspirations, influences and exposure to the big, wide, exciting world out there; to inspire children and young people to explore their interests and strengths, to experience new ones, and even to create new roles for themselves and find fulfilment in the wondrous world out there. I would obviously advocate that an interest in science can lead to many exciting things, but there are valuable and rewarding niches for everyone – if only you know about them!
Did you know that the Royal Institution (Science Lives Here – home of the Christmas lectures) has upped its support for science education with even more grants available of up to £500 for schools to spend on science activities listed in the STEM directory?