Whether your lesson is creative in its exposition or engenders creativity is a fascinating but subtle distinction and yet carries significant implications for cognition.
1. Creativity in Primary Science: Illustrations from the classroom Oxford Brookes University: Primary Science Teaching Trust Academic Collaborators January 2017
2. Professor Deb McGregor PSTT ACADEMIC COLLABORATOR CO-DIRECTOR Helen Wilson PSTT ACADEMIC COLLABORATOR CO-DIRECTOR James Bird SENIOR LECTURER: OXFORD BROOKES UNIVERSITY Sarah Frodsham Ph.D STUDENT
3. FOREWORD 2 1. INTRODUCTION 3 2. THINKING, DOING, TALKING SCIENCE a. The bright ideas time 4 b. Practical prompts for thinking 8 c. Practical science and focused recording 9 3. DRAMA IN PRIMARY SCIENCE a. Strategies to support conceptual development 11 b. Strategies to support enquiry 13 c. Strategies to engage with historical stories about scientists 14 4. RESEARCH IN PRIMARY SCIENCE EDUCATION a. Examining the use of tablets in enquiry contexts 15 b. Exploring the impact of storytelling 16 c. Defining creativity in practice 17 d. Reflecting on assessment of creativity 18 5. SUMMARY 19
4. FOREWORD It is with great pleasure that I present a foreword for the work carried out by Oxford Brookes University under the auspices of PSTT. We have enjoyed a long association with this group and the work carried out has been excellent. The Thinking, Talking, Doing project is a real jewel in the crown for PSTT, having been funded by an AZSTT (now PSTT of course) grant in 2002 and over the last 14 years has been shown to have significant impact in the classroom. The work is shown to improve SATs scores but of far more importance is the philosophy it engenders in both the young learners and their teachers. This project and its training is now being rolled out across the UK by Oxford Brookes University and will form part of the portfolio of training for the PSTT Cluster Programme. Whether your lesson is creative in its exposition or engenders creativity is a fascinating but subtle distinction and yet carries significant implications “The work for cognition. Sarah Frodsham’s doctoral thesis challenges these ideas and preliminary data look set to shift our thinking in a positive way. described here Drama has been shown to be extremely effective with a wide range of learners is not only highly by a number of researchers, but the work described here is not only highly accessible, it also develops a wide range of important key skills. accessible, it also We hope that you will enjoy the taster that this booklet provides and will want develops a wide to find out more about the work described. range of important key skills.” Professor Dudley E. Shallcross CEO, Primary Science Teaching Trust
5. 1. INTRODUCTION Our projects are Oxford Brookes University is delighted to be one of the teams of Academic Collaborators working with the Primary Science designed to explore Teaching Trust. and evaluate There are two key themes of activity and enquiry that contribute to our creative practice(s) unique identity at Oxford Brookes University and which are the focus of our work as Academic Collaborators: in primary schools. n Creativity a. Defining it and promoting it. b. Exploring how it appears in learning. c. Developing, defining and sharing practice that supports it. n High quality thinking a. Exploring how and when it supports learning. b. Developing and relating practice that supports it through creativity. Our aim at Oxford Brookes University is to be a centre focused on the research and development of creativity in science education. We have generated a variety of approaches to support innovation and high quality thinking in the primary classroom. Our projects are designed to explore and evaluate creative practice(s) in primary schools, in Oxfordshire and beyond. We work alongside teachers supporting and enabling imaginative approaches to teaching and learning in science that are shown to inform professional development and have an impact on pupil engagement and attainment. Our work is research- focused and evidence-based so that teachers have confidence that the strategies we promote are tried and tested. This booklet provides some insights into our work with illustrative examples that we hope teachers will find useful in their practice. Creativity in Primary Science 3
6. 2. THINKING, TALKING, DOING SCIENCE INTRODUCTION The AstraZeneca Science Teaching Trust (now the PSTT) In 2012 – 15, the Education Endowment Foundation funded a two year project (2002 – 4) at Oxford Brookes funded Oxford Brookes, together with Science Oxford, to University involving 16 Oxfordshire primary schools. develop this work further in the Thinking, Doing, Talking Outcomes of this Conceptual Challenge in Primary Science project. The research design was a randomised Science project resulted in 32 teachers adapting their controlled trial (RCT), with 42 participating schools and science lessons in the following ways: 1200 pupils Year 5 pupils (aged 9-10) involved. The RCT indicated there was a statistically significant impact on n More emphasis on pupils’ independent pupils’ attainment, with a gain in their learning that was scientific thinking equivalent to three months of additional progress. In n Increased time within lessons spent in addition, the project pupils showed improved attitudes discussion of scientific ideas to science as a subject. n More focused recording by the pupils so less The full report can be found at: but better writing educationendowmentfoundation.org.uk/ n More time for hands-on, practical evaluation/projects/thinking-doing-talking- investigations. science/ At that time, the Key Stage 2 science SATs were This is exciting and important, not only for primary operational and this approach to teaching science practitioners, but also for policy-makers and head resulted in a statistically significant difference to the teachers. We are accumulating a body of evidence to pupils’ results – they did better in the SATs. illustrate how primary science teachers can develop So, in summary, a creative approach to primary science creativity and enable pupils to enjoy learning science as with an increased focus on thinking, doing and talking well as improve their attainment. What follows includes improved pupils’ attainment (Mant, Wilson & Coates a taster of the strategies that we developed together (2007). with the project teachers. a. The bright ideas time The The Bright Ideas Time is a key strategy to encourage Teachers have found that pupils find pupils to develop their thinking through talking. It is a this strategy is invaluable science a lot more fun, dedicated discussion slot –time set aside to talk about to elicit what pupils it’s far more interactive, science in each primary science lesson. It does not need know and understand and conversational. to take more than 10 minutes and can take place at any consequently highlight their point in the lesson. (alternate) or (mis)conceptions. It has also been used as an assessment tool. It is a strategy that has been received enthusiastically by teachers in our various projects and they have given very The Bright Ideas Time is a module on the PSTT website positive feedback on its value in developing children’s and this gives full details, including video clips of thinking and understanding. It is suitable for children of teachers using the different strategies and the teachers’ all ages and abilities. and pupils’ views about how it works. 4 Thinking, Talking, Doing Science
7. This is found at www.pstt.org.uk/resources/cpd-units/ bright-ideas-in-primary-science The children have a Various prompts have been developed for the Bright ‘buzz’ about science - very Ideas approach and three of these are given in this confident to express opinions, booklet. A sheet of further examples of each of these speculate and give justifications prompts, grouped according to age and topic, can be as to why they think as downloaded from the Bright Ideas module at the link they do. THE ODD ONE OUT Our colleague, Mike Dennis, developed the use of the There is no right or wrong answer and the children can Odd One Out whilst he was working with Science 1 be as creative as they wish (as long as they provide an Oxford, to encourage pupils’ thinking in science. This is appropriate reason). From these responses we can the prompt that we recommend as a starter if people identify a common mis-understanding – the idea that a have not used the Bright Ideas Time previously. It is the human is not an animal. easiest for the children to access at first. Also there is a good grasp of science illustrated by the child knowing that a bird is not a mammal. The ‘9 The pupils are shown three or four different pictures, lives’ may show a good sense of humour or another or better if possible the actual objects, and are asked misapprehension! to say which one is the odd one out and why. The ‘why’ The particular prompt chosen can be tailored to suit is key – the pupils justify their reasoning and so reveal the lesson following and so this one could be used at their thinking. the beginning of a lesson on animals. It is possible to The example below is from one of the project schools, pick up later on points made, such as ‘Jamie said that Freeland Primary School, and includes a sample of the the blackbird is not a mammal, do you agree?’ ‘What is a pupils’ responses. mammal?’ ‘Why is a bird not a mammal?’ Hippo because it lives in The water. bird is the only one that is not a mammal. Human is the only one not an animal. Cat because it is the only one that has 9 lives. Creativity in Primary Science 5
8. THE PMI De Bono1 (1973) and Fisher (2000) are amongst the many who have developed methods to encourage pupils’ thinking. The PMI is one of these. The pupils are given a scenario – a statement – and then consider, in turn with a few minutes on each: P: the Positives M: the Minuses I: the Interesting associated ideas An example from another of the project schools, St Andrew’s Primary, with some pupil responses: THE SCENARIO: PEOPLE HAVE THEIR OWN PLANT-LIKE GREEN SKIN, SO THEY CAN CREATE THEIR OWN FOOD IN SUNLIGHT Minus: You might not be able to lie still to sunbathe – you’d get a sugar rush and have to run around! Positive: Poor people wouldn’t starve. Interesting: Would diabetes be a problem or not? Interesting: Would you not need sleep? These are obviously interesting and thoughtful responses, which show the pupils’ existing understanding and also their ability to apply their understanding in a way that provokes further discussion. The teacher can decide whether these questions are pursued in this lesson or should be left for personal research. Science is a creative subject and giving the pupils time to consider different aspects of a scenario, including the ‘Interesting’ ideas brings this to the fore – it allows their imagination to play a full part in science lessons. 1 A lateral thinking technique originally suggested by deBono in 1973. 6 Thinking, Talking, Doing Science
9. THE BIG QUESTION In our opinion, the big questions ‘lurk’ in the curriculum, prior attainment was greater than for the project pupils just waiting to be asked. If they are not asked, we miss overall. an amazing opportunity to find out the depth of our More examples of big questions can be downloaded pupils’ thinking. Many teachers have said that they from the PSTT website and these are accompanied by have been amazed at some pupils’ understanding. some background subject knowledge so that no one This is often true of those otherwise labelled as ‘low need be afraid of asking such questions: ability’ – giving them an opportunity to express their understanding verbally is vital. It was revealing that the www.pstt-cpd.org.uk/ext/cpd/bright-ideas/the-big- gain in conceptual understanding of the pupils of lower question.html An example from one of the project schools, Rush Common Primary School: ‘Over time a seedling grows into a large tree.’ BIG QUESTION: WHERE DID THE MASS OF THE LARGE TREE COME FROM? Some pupil responses: This sample of responses shows a wide range of understanding and illustrates how the technique is ‘The roots drink the water and eats the nutrients to keep an excellent elicitation or assessment tool. It is also it alive and helps it grow’ important though to use this strategy to help the pupils ‘The tree weighs more because of the food and water see that science is all about being curious. Einstein it has eaten in the past years. The tree doesn’t have a spoke of his own education and it could be argued that mouth so the grass collects all of the food and water his comments are as pertinent for us today as they were then it goes down to the roots also the tree likes rain then: better than house pipe water’ ‘It is, in fact, nothing short of a miracle that the modern ‘The leaves suck in sunlight and convert into energy, methods of instruction have not yet entirely strangled using the chemical, chlorophyll. This process is called the holy curiosity of inquiry; for this delicate little ‘photosynthesis’ plant, aside from stimulation, stands mainly in need of ‘It has come from the branches’ freedom. Without this it goes to wrack and ruin without fail.’ Creativity in Primary Science 7
10. b) The Practical Prompt for Thinking The Practical Prompt for Thinking is a short teacher demonstration that tantalises the pupils and encourages them to think about the science behind what they have seen. They tend to be rather dramatic so that they attract attention and fire imaginations. Bridget Holligan and others at Science Oxford were key instigators in the development of a range of these prompts. Example One: Balloon Resources: a lighter, one normally inflated balloon, a second identical balloon with some water in its base and then inflated (take care when adding the water to the balloon that you can find a tap with a spout that fits the balloon quite well! Remove the balloon from the tap when there is a couple of centimetres of water in it and then blow it up as normal). Ask someone (the head teacher?!) to sit on a chair in front of the class. Hold the normally inflated balloon over their head and touch the balloon with the lighter flame - it bursts. Hold the second balloon with the water in its base over the person’s head and bring the flame up close. What will happen when the flame comes into contact with the balloon? Nothing happens – much to the relief of the head teacher, it does not burst. Why not? In fact, the water conducts heat so well that it conducts the heat away from the rubber of the balloon and so it does not burst. Example Two: The Seagull’s Egg Resources: 1 fresh egg, a straight, thin glass of tap water, a plastic tray, a jug of saturated salt solution (a saturated salt solution is one that has as much salt as possible dissolved in it. This needs to be prepared in advance and is achieved by having quite hot water and then adding spoonfuls of salt and stirring until no more will dissolve. Then allow it to cool and pour it through filter paper so that it is quite clear). Have the glass of water clearly visible for the class – perhaps raised on a small box. Tell the pupils that you are going to put the egg into the glass of water and ask them what they think will happen next. In fact, it sinks. The shape of the glass means that the egg cannot be removed without also pouring the water out, so pour the water into the tray. This allows you to fill the glass again with the salty water from the jug, without the audience suspecting anything. Now say that we want to turn the Hen’s egg into a Seagull’s egg. Obviously, a Seagull’s egg needs to float - tongue firmly in cheek here of course! So how can we change a Hen’s egg into a Seagull’s egg? Well, obviously we have to flap. Ask the class to stand up and together do Seagull flapping motions, squawking etc. Now place the egg into the glass and it floats. A round of applause is in order but how did that happen? Allow them time to think about this. A short time to ‘think, pair, share’ is very appropriate. Once the answer has been arrived at, this could lead on to a lesson about dissolving or floating and sinking. 8 Thinking, Talking, Doing Science
11. c) Practical Science and Focused Recording The project also had an emphasis on ‘doing’ science, So, for example, if the pupils were finding out which is the with pupils undertaking a wide range of different types strongest magnet, the learning objective might be ‘to of science practicals, including problem solving and fair present the results in an appropriate manner’, ‘to plan a testing. Science is inherently a practical subject so the fair test’ or ‘to make a prediction with a scientific reason’ pupils really should be doing science in each lesson. and so whilst the pupils will do the whole practical, they An important feature was that the pupils focused their only record what is necessary to demonstrate their recording on the learning objectives, trimming the time progress towards that particular objective. spent writing and releasing the time for thinking, talking and doing. However, the recording was sharp and It is possible for the recording method to be very focused and so it was a very effective assessment tool. creative, whilst at the same time highly appropriate. A FAIR TEST WHAT DO YOU NEED TO MAKE THE BEST FILM CANISTER ROCKET? Example from Stanton Harcourt Primary School who tablet and measuring the time taken for it to launch after did this investigation with their Year 5 pupils, some of turning the canister upside down. They could change whose responses are included below. the size of the tablet (a whole one, half, quarter etc.), Begin with a teacher demonstration of a film canister keep the amount of water the same and measure the rocket – this can be with an Alka-Seltzer tablet (half a height the rocket reaches. The height measurement tablet is cheaper and works well) and water. Whilst most will need some discussion as the pupils must not be of us no longer use film cameras, it is possible to buy close to the rocket once the canister has been turned film canisters cheaply on line. Add about 1 cm of water upside down, so it is likely just to be roughly how high up to a canister and then add the tablet. Turn it upside it goes, judged from a safe distance. Alternatively they down with the lid on the ground and retreat! This is best could video the launches. done outside. Then divide the pupils into groups and ask each group to It is possible to use fizzy Vitamin C tablets and water make a prediction/hypothesis, examples from Stanton as an alternative. There are obvious health and safety Harcourt Primary School were: considerations – such as warning them not to even think n The more tablet you use, the higher it will go. about eating the tablets, taking care to wash hands at n The more water there is, the quicker it launches. the end of the investigation and moving away once the rocket is primed – they will fly high into the air. Careful They must record their prediction but there is no need supervision of each group is required throughout. for them to write out in great detail what they then do There are many ways of developing this as a fair test because that is not the focus of the learning objective. and below is just one example. The learning objectives Discuss with them all how they can carry out their in this case are: investigations safely and how they will record their n To make a prediction and to reflect on that in light results. They may need help thinking about what they of the results. will record and how – it would be good to help them draw up a sensible table. Again this is not the focus of As a class discussion, ask them to think about what can the learning objective so they do not need to agonise be changed, what can be measured and what needs to over this and giving guidance is very appropriate. After be kept the same. There are various possibilities, such as the investigation, ask them to reflect on the results and changing the amount of water, keeping the same sized to compare them to their prediction. Creativity in Primary Science 9
12. One group of pupils at Stanton Harcourt was able to rate. The teacher noted that this was such productive disprove their hypothesis that using more water would learning. make the launch happen faster. The assessment is obviously not about whether or not They thought about this and learned that it was their prediction was right, but on their reflection upon important to have plenty of space for the gas to expand the results in light of their prediction, so that is what will so adding too much water did not improve the launch need to be recorded. PROBLEM SOLVING Problem solving is open ended and is often best related challenging. The first one can be done successfully with to a real life situation, requiring the pupils to draw on quite young pupils. The pupils will need the electricity their existing scientific knowledge and to use their equipment and junk modelling materials, such as imagination. boxes, tubes, kitchen foil, card etc. The following are Below is a set of problem solving challenges linked also useful: Aluminium foil (cooking foil), bare copper to the electricity section of the curriculum that wire and insulated wire that can be stripped to make are differentiated and become progressively more connections. 1. MAKE AN ALARM THAT COMES ON WHEN THE HAMSTER’S CAGE DOOR IS OPENED No hamster needs harming in this process! The pupils learn that a hamster has learnt how to escape his cage and they need to use their electrical skills to help keep him safe. They use junk modelling materials to simulate a door – it’s more challenging to design a system so an alarm comes on when a door is opened, rather than closed. 2. PROTECT THE PRECIOUS JEWEL Tell them a story about a prince who inherits a precious jewel but it is so valuable that his insurance company tell him that it must be kept locked in the deepest vault, guarded by his best soldiers. The prince really wants his subjects to be able to see the jewel and enjoy its beauty so he calls on his scientific advisors to design a system by which it can be displayed safely – so, for example, an alarm might go off if it is moved. 3. MAKE AN ALARM THAT WARNS WHEN THE SHEEP RUN OUT OF FOOD The sheep roam the hills and are in very isolated spots so it will really help the farmer if he can be alerted to the fact that the food trough has been emptied and needs refilling. The culmination of each challenge can be a persuasive imaginative work here and the pupils’ recording can be argument by each group of pupils as to why their product via a set of photographs, video clips, PowerPoint slides is the best – i.e. a sales pitch. There is much scope for etc. 10 Thinking, Talking, Doing Science
13. 3. DRAMA IN PRIMARY SCIENCE There are a wide variety of ways that dramatic strategies drama ages 5-11 by McGregor and Precious (2014). can be used to support learning in science. The module, The suggestions offered in this booklet include a few Dramatic Science can be accessed on the Primary examples and can be classified as pedagogies that: Science Teaching Trust website: pstt.org.uk/resources/ cpd-units/dramatic-science a. Support conceptual development b. Support enquiry skill development Some of the photographs (reproduced here with the publisher’s permission) come from the book: Dramatic c. Engage children in thinking about scientists from Science: Inspired ideas for teaching science using history a. Supporting conceptual development To support children understanding concepts in science, is built up by first inviting the constituents of the ‘trunk’ they can be directed to enact different stages of a of a tree, the ‘heartwood’ as it is often called. A circle science process (like how electrical circuits work or of people can hold hands and chant the importance of how properties of materials affect their behaviour or the heartwood, “I support; I support; I support”. Asking what happens in germination). This is one of the most next, “How do trees obtain water?” can prompt a variety straight-forward and frequently used approaches. It of responses, but hopefully someone will suggest is usually teacher directed although children can be ‘roots’. A circle of people can then sit with their backs invited to mime or model how they think something to the heartwood and have their legs out-stretched to works and then the teacher (or others can suggest represent ‘roots’. The role of the roots is to absorb the modifications or developments). water (through various processes including osmosis). The children can be invited to chant their role as roots, “I absorb water; I absorb water; I absorb water”. The next part of the human model would involve the branches and leaves. These people could stand on chairs to connect one arm with the top of the trunk and the other outstretched (with the hand also outstretched) Figure 1: Teachers engaging in recreating a living model of a tree. The children can be instructed how to move and speak to represent something in science. In Figure 1, teachers are practising how to build up and illustrate the way a Figure 2: Children engaged in modelling the parts of a tree (in this tree is shaped and might grow. The 3D model of the tree case a fir tree). Creativity in Primary Science 11
14. to represent leaves at the end of the branches. The chant that these parts of the model contribute, could talk about what they do as leaves and say, “I make food; I make food; I make food”. Another approach to help children understand scientific ideas is to represent them with a still model. Figure 2 illustrates a group creating a representation of a fir tree (other groups could create shapes of different trees, such as willow, oak, chestnut and sycamore). Figure 3 shows children acting out (under teacher directions and without knowing) what happens in a wood when there is limit of nutrients, water or light for tree growth. After they have performed the sequence of events as Figure 3: An example of reverse modelling. The children are enacting instructed by the teacher, they had to suggest what it what happens when trees do not receive enough nutrients, water or sunlight. was they have acted out and explain their reasoning. Reverse modelling is acting something out (following instructions) and then trying to work out what was demonstrated. Other examples of conceptual development might include: Illustrating how germs Thinking about forces acting Chocolate before and after it has can spread on toys melted on a sunny window sill (in this case a Jack-in-the-Box) Children developing their performance to show how shadows are formed 12 Drama in primary science
15. b. Supporting enquiry skill development There are several ways in which this can be developed. children listen to his story (or a teacher speaking as if One way is to use a monologue (or a story) of a scientist’s him) highlights why and how the malleable clay came to life and development of their work. This can work as a be invented. The children can then work as a scientist- way of introducing a scientist to the children –possibly in-role as young Harbutts. They can be given water, one of whom they have not have previously heard. flour, food colouring, oil and salt to create their own ‘recipe’ for modelling clay. Also, asking the children to One example is William Harbutt, who invented plasticine ‘document’ their experimentation in exploring what in 1897. As an art teacher he wanted his students to combination of the ingredients works best, as well as be able to use a clay that didn’t set hard too quickly then reviewing each other’s, offers many opportunities before they had developed their sculptures etc. Having for enquiry skill development. Deliberating over how much Having decided the combination, Adding food colouring and making flour, oil and water is needed mixing the ‘ingredients’ the ‘clay’ Let the testing begin! Beginning to review each Setting out the different clays other’s clays Through working in-role as a scientist the children say they: n develop ideas; n consider their evidence and what it means; n reflect on different proposals and suggestions; n solve practical problems; n plan an experiment; n evaluate and communicate their inquiry to others; n systematically test ideas; n act like a scientist; n obtain and present evidence; n feel like a scientist. Creativity in Primary Science 13
16. c. Strategies to engage with historical stories about scientists Various combinations of drama pedagogies can be used represent a scientist’s skills or even ‘sculpt’ a scientist to introduce children to stories about scientists from the as a statue to be placed in a museum. One of the more past. The children can be ‘hot seated’ as the scientist; unique ways we have developed is to use a monologue, enact the role of a scientist in a mini-playlet; contribute that is a mini-speech given by teacher-in-role or a child- to composing a ‘tableau’ or a series of still 3D poses that in-role (as if spoken by the scientist themselves). HOT SEATING Having been working-in-role as scientists, the children can be asked by the others : n What did you find out? n How did you do that? n Why did you do it that way? n Are there other ways you could have done it? Figure 4: Hot seating. n What did you learn about being a scientist? ENACTING A SCRIPT MONOLOGUE In Figure 5, the girl is acting as Mary Anning, trying to The teacher-in-role in Figure 7 is speaking as if Alhazan sell her shells and fossils to a couple walking along the (who discovered light travels in straight lines whilst Dorset-shire coastline. held in a prison). The children are listening intently because there are a variety of drama and science activities that will develop from this introduction to a scientist from history. Figure 5: Enacting a script. CREATING A Figure 7: Monologue. TABLEAU The group in Figure 6 were working collaboratively to SCULPTING A create a composite picture SCIENTIST This is a strategy that of the skills that William can be carried out for Harbutt (the inventor of any scientist. It could be plasticine) possessed. for a museum. In Figure They were depicting his 8, one of the boys is the various skills, as a former Figure 6: Creating a tableau. sculptor, the other is teacher, sculptor, painter, being ‘shaped’ as Issac father and business man. Newton. Figure 8: Sculpting Isaac Newton. This approach can be used to create a tableau for any scientist that the children are introduced to. 14 Drama in primary science
17. 4. RESEARCH IN PRIMARY SCIENCE EDUCATION We are passionate about providing evidentially-based good practice and our research covers a number of key areas (already outlined in the previous sections of this booklet) as well as the examples set out below. a. Innovative technology in Primary Science In recent years a considerable number of primary schools have started using tablet computers, usually iPads, for teaching and learning. Staff in the School of Education have been researching and developing ways of using tablets which allow children to capture and reflect on scientific and mathematical investigations. A common ‘problem’ with primary based science investigations is allowing children to capture information about scientific processes. Often children are asked to write recounts and reports after a science investigation – this can prove difficult as at best scant notes have been made and recalling with sufficient depth of detail relies Figure 9: Annotating the photographs of the experiment on the ipad. on memory. Our approach has been to develop reflection about what was happening. This has led to use of one particular iPad app, Explain better recounts, questioning and a greater depth of Everything, to ‘record’ investigations and understanding. science processes by capturing images Mobile technologies such as iPads can enable intuitive and video. This app then allows children to annotate ways of capturing a range of modes of communicating. their information with text, symbols, graphics and They also allow children to move around, plan how they audio annotation. Explain Everything was originally want to capture information and then easily share with designed as a presentational tool – however education their peers. We have worked with a number of schools has embraced the intuitive interface for a range of to develop these approaches – with an increasing range pedagogical applications in the classroom. of examples of impact on science investigations During science investigations children are able to quickly capture video, audio and images – then annotate with text and audio (Figure 9). This allows children to capture science processes such as boiling water, making solutions or forces – and then reflect immediately on what they have seen. Primary age children have previously found textual recording of science processes frustrating in that they have found it difficult to capture detail and complexities. One benefit from this approach has been that children have been able to look at their records of investigations with sufficient time for Figure 10: Children capturing the movement of the shoe on the ipads. Creativity in Primary Science 15
18. Our research study of this approach has begun to show Figure 11: Children evidence of positive impacts on children’s thinking and refining their levels of understanding. Our study, still in a pilot phase, experimental has audio and video recorded children’s’ activities whilst report conducting science investigations with and without through jointly using Explain Everything on the iPad. Our main focus has capturing been on the nature of dialogue during these activities – their ideas on some interesting comparisons can be made between the tablet. iPad and non-iPad use. b. Exploring the impact of storytelling A very recent research development at Oxford Brookes like someone or something in the account or even University involves looking at the creative ways projecting beyond the ending of the tale to suggest storytelling can be used for teaching and learning. This what might happen if….) in a future narrative. project has involved working with a professional story- teller to evaluate and develop materials that could be Figure 12a illustrates the storyteller weaving a narrative effectively used by teachers in primary science about Isaac Newton as a little boy. And Figure 12b Storytelling can take a wide variety of forms, from just highlights how a Y2 child is trying out ideas and ‘reading’ or ‘relaying’ a story to having children interact suggestions related to the things that Newton might in various ways (by ‘being’ a character or ‘acting’ have explored or done as a young boy. Figure 12a: Storyteller. Figure 12b: Child ‘being’ a character. 16 Research in primary science education
19. c. Defining creativity in practice One of the ways in which the Primary Science Teaching 1) ‘Expositional teaching’, otherwise known as direct Trust supports educational research at Oxford Brookes teaching University is by providing funding for Ph.D. students. The 2) ‘Teaching creatively’ which focuses on the teacher University researchers then work with these students to and their ability to communicate science in as creative consider different aspects of primary science teaching a way as possible and learning in depth. 3) ‘Teaching for creativity’ where the focus is on the Sarah Frodsham has purposively selected local and creativity of the learners and the teacher’s role is to national primary schools to assist her with her Ph.D. teach in such a way as to enable the children to express studies. Her research revolves around the development and develop their creativity. of creativity through the teaching of primary science. The three approaches are currently being applied to She has constructed an analytical framework (see explore the ways that creativity emerges in classrooms. Figure 13) which captures the essential features of The analytical tool is being verified and triangulated three teaching approaches, they are: with data collected from questionnaires and interviews. Once finalised it should help primary teachers reflect upon their approach to creativity in their science lessons. Figure 13 : A framework to visually represent creativity in teaching. Creativity in Primary Science 17
20. d. Reflecting on assessment of creativity Sarah’s research is also considering how current perspective there is a danger of learning becoming assessment practices may or may not augment the prescriptive that only informs the teacher about the creative process. Assessment can be either: children’s ‘stage’ or progress in their learning. n summative - usually a formal assessment at the To ensure assessment is mutually beneficial to both end of a lesson, topic, term or school year to judge or teachers and children it should be interactive in nature. assess what has been learned; Communications between learners and teachers n formative - assessment that informs the learning (through written exchanges, dialogue, collaborative cycle and usually engages the learner in assessing their performances, etc.) are ‘key’ for each to appreciate own development (often referred to as Assessment for progress and success. Different types of assessment Learning or AfL). strategies provide opportunities for the children to Sarah’s research focuses on the latter and how it can express their own reviews of their thinking and learning, augment the development of creativity in primary share peer-to-peer or even collaboratively agree what school science lessons. To enable the successful, is creative. effective implementation and integration of formatively assessing creativity, Sarah is currently considering how Sarah believes that there are differentiated steps the three following consecutive steps of AfL can enable towards achieving effective AfL, which can include: the development of each individual learner’s creativity. n step 1 (teacher prescription) These involve children appreciating: n step 2 (child appreciation) n what do I know? what can I do? n step 3 (shared teacher and learner understanding n what can I learn about next? what can I learn to do about the child’s progression that is mutually next? beneficial) n what should I do next to progress my learning? Figure 14 is an abstract representation of these three If AfL strategies are applied only from the teacher’s steps. Figure 14 : A visual framework to suggest what kind of assessment arises through the three types of pedagogy suggested in Figure 1. 18 Research in primary science education
21. 5. SUMMARY This booklet provides a taste of some of the work we are 6. Using stories from historical scientists’ lives to engaged in at Oxford Brookes University. encourage appreciation of their work and relevance It has provided some practical suggestions about ways of their discoveries to the world around us. to develop high quality, as well as creativity within 7. Additional research into the use of tablets in enquiry primary science classrooms. The various activities contexts; the impact of storytelling; defining, outlined include : enacting and assessing creativity. 1. Developing Bright Ideas, by asking children to offer The pedagogic strategies shared in this booklet have scientific suggestions about things around them. arisen from evidence-based-practice, or have resulted These can be prompted in a variety of ways, such from research-to-inform-practice. There will be more to as inviting suggestions (and reasons) for the ‘odd share in the future as our research activities develop. one out’ or offering positive (P), minus (M) and We are always interested in working with teachers and interesting (I) perspectives on an aspect of science other researchers to develop and improve creativity-in- or asking big or significant questions that can be practice and creative-learning so if anything related to posed to engage them in thinking about something our work outlined in this booklet interests you, please that might never have occurred to them before. do get in touch. 2. Presenting practical or visual stimuli to encourage thinking can engage them in discussing ideas and making predictions about what might happen next or they can be shown something surprising and Deb McGregor and Helen Wilson asked to explain why it might have happened. 3. Ways to help ‘focus’ children’s thinking and learning Contact details : during practical science. Deb McGregor (dmcgregor@brookes.ac.uk) 4. Using drama to support conceptual understanding, Helen Wilson (h.wilson@brookes.ac.uk) often through ‘enacting’ scientific processes. 5. Engaging children in carrying out enquiries as a scientist-in-role. www.education.brookes.ac.uk de Bono, E. (1973) CoRT thinking. Blandford, UK : Direct Educational Services Limited Fisher, R. (2000) Teaching Thinking. A Philosophical Enquiry in the Classroom. Reprint. London : Continuum Mant,J., Wilson, H. & Coates, D. (2007) The Effect of Increasing Conceptual Challenge in Primary Science Lessons on Pupils’ Achievement and Engagement International Journal of Science Education 29 (14) 1707-1719 McGregor, D. and Precious, W. (2014) Dramatic Science. Inspiring ideas for learning 5 – 11. London : Routledge Precious, W. and McGregor, D. (2014) Just Imagine. Primary Science 132 35 - 37 Photographs reproduced with permission. Creativity in Primary Science 19
22. PRIMARY SCIENCE TEACHING TRUST RESOURCES Developed as a result of funded research, the Primary Science Teaching Trust (PSTT) have a range of printed materials available to purchase (all developed by teachers for teachers!). The Primary Science Teaching Trust focuses on the sharing of best practice, development of new ideas, working with others and the raising and maintaining of standards in primary science across the UK. The PSTT website includes free to download CPD units and Curriculum Materials, as well as information on undertaking the Primary Science Quality Mark (PSQM). Please see www.pstt.org.uk for further information. Alternatively, you can contact the PSTT on info@pstt.org.uk or call 0117 325 0499. Resources available to buy at amazon.co.uk Why & How? is the brand name of the Primary Science Teaching Trust Tel 0117 325 0499 . Email info@pstt.org.uk . Web www.pstt.org.uk Primary Science Teaching Trust . 12 Whiteladies Road . Bristol . BS8 1PD “I can explain!” “I “I can explain!” ±-GERI\TPEMR² can explain!” and KS2 Developingof children in KS1 ĞǀĞůŽƉŝŶŐƚŚĞƐĐŝĞŶƟĮĐůŝƚĞƌĂĐLJ the scientific literacy ŽĨĐŚŝůĚƌĞŶŝŶLJĞĂƌƐϮĂŶĚϯ
A groundbreaking new of approach children intoKS1 and KS2 d , Z^͛'h/ introducing and developing scientific understanding. The resource, developed by teachers, contains beautifully illustrated, high-quality picture cards and language prompts to facilitate rational discussion. Children work in small groups to explore scientific concepts, developing skills to learn effectively through group talk, and using these they make cognitive gains in science. The activities include: 1257+ 32/( 1. Generating simple explanations 2. Challenging the ideas of others NORTH 3. Sequencing, generating more complex explanations POLE 4. Grouping and classifying 5. Describing, using scientific vocabulary 6287+ 32/( 6. Justifying a new idea ůŝƐŽŶ ůĞLJ The resource pack contains: Ten sets of eight ‘sound’ pictures Ten sets of eight ‘hot and cold’ pictures SOUTH POLE Ten copies of a pirate ship (floating and sinking) Eley picture (plants and animals) Alisonhabitat Ten copies of a garden Funded by why& 46 page Teachers’ guide Now only £39.50! how? PRIMARY SCIENCE TEACHING TRUST ISBN-13: 978-0995481121
23. The Science Trails in this book are designed to enthuse, inspire and support any teacher to deliver science in thought- provoking ways. The Trails have been developed and written by practicing teachers, who have created an invaluable CPD resource with a huge range of materials and ideas to promote outdoor learning throughout your primary school. 29 Full Colour Trails Curriculum Grid Cross Curricular Links Full Scientific Glossary £20.00 Biology, Chemistry & Physics ISBN-13: 978-0995481107 TITANIC SCIENCE has been written by teachers for teachers, therefore it is designed to support, empower and inspire teachers to deliver high quality and engaging science lessons. The story of Titanic remains as compelling today as it did over one hundred years ago when she captured the imagination of the world. Titanic Science tells the story of the greatest ship ever built and uniquely places science at the heart of her epic story. By working through the investigations in the resource, pupils will learn how science played a pivotal part at the key moments of her story, from her construction to the tragedy of her sinking. It will also provide material for other curriculum areas, such as creative writing, history and numeracy. nce Contains 15 scie lated to the investigations re introduced story of Titanic, acters by ‘real life’ char g narrative. through engagin Topic Web, Also includes a s and a full Curriculum Map y. Scientific Glossar ISBN-13: 978-0995481114
24. 1997-2017 CELEBRATING 20 YEARS OF SUPPORTING www.pstt.org.uk PRIMARY SCIENCE TEACHING The Primary Science Teaching Trust (formerly the AstraZeneca Science Why & How? is the brand name of the Primary Science Teaching Trust Teaching Trust) was fully endowed with a Tel 0117 325 0499 . Email info@pstt.org.uk . Web www.pstt.org.uk grant from AstraZeneca PLC Primary Science Teaching Trust . 12 Whiteladies Road . Bristol . BS8 1PD
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