Science Investigation in Primary School

Abstract

In this chapter, we examine the beliefs about science investigation held by the two primary teachers who participated in the study and consider how these beliefs translated into their practice. A description of each teacher’s practice of science investigation during Phase 1 of the project is provided along with findings from analysis of observations. We identify strategies these teachers were already incorporating into their teaching in the three key areas that were the focus of the study: supporting students to investigate scientifically; connecting students’ practical experiences to key scientific concepts and making learning about the nature of science explicit. Finally, we consider how practices impacted student learning through an analysis of student interviews and work samples, discussing some of the challenges that were identified during each set of observations.

Appendices

Appendix 3.1: Lesson Analysis Summary of Alison’s Bubble Unit with a New Entrant Class

		Lesson 1	Lesson 2	Lesson 3
Stated purpose			To answer individual children’s questions about bubbles (developed from wonderings in lesson 1)	As for yesterday—answer children’s questions
Teacher emphasis		Observation, what is left when the bubble bursts, experience of bubbles	As above	As above
Classroom environment		Pleasant, bright cheerful with lots children’s thinking and work visible including bubble photos made into big book story on display. Children on mat—reluctant to come to mat, sleepy after lunch—very new entrants. Outside for bubbles	As for lesson 1. Today children very tired after jump jam all morning	Less tired than yesterday
Lesson overview	Advance organiser	Programme for the day on the board, Teacher goes through where we are in the day	Programme run through as in lesson 1	Programme run through—Note: science is called Bubbles
	Shared learning intention		Let’s see if we can find out about these questions	Shares question to be investigated and activity
	Made link to previous lesson	Started by re-reading the bubble story and postcard from the postcards resource. Read out their bubble ideas from previous lessons	Strong links to previous lesson; children’s questions/wonderings	Links to yesterday
	Checked home-work		Listens to links child has made at home—Bobbie answered his question!
Contextualisation Evidence of connecting with students; students world; culture		Story and postcard. Previously children have read bubble stories and completed ‘what we know about bubbles chart’ Some exploration using bubble gun, completed class photo story	Student questions guide the lesson	Used Bobbie’s balloon he brought for news—like bubble because you can fill it with air. Teacher knew about the balloon and used it in the lesson
Evidence of relationship		Teacher knowledgeable about each child’s needs and strengths	Each student’s question written on a card. Listens to what they have done at home—children share ideas with teacher

Investigation

	Lesson 1	Lesson 2	Lesson 3
Type	Free exploration	Exploration	Exploration
How was it introduced?	Story used to determine focus ‘I wonder if we will see anything left on the ground?’ then, student-driven: bubble mixture put out one per child and they follow their own curiosity blowing bubbles. Going to ‘be scientists’	Student questions on cards	Reading from a scientific text about bubbles and how they burst
Skills Taught/practiced/applied [be specific]	Observing carefully: taught through imagining inside before going outside, then opportunities for practice outside	Focused observation-practiced. Practiced blowing bubbles without mixture first	Focused observation; colours in bubbles—outside and on torch in the dark: what colours can you see?
Capability Taught/practiced/applied [be specific]	Observation-practiced Teacher asked them to focus on: what’s left after the bubble bursts—is there anything on the ground like in the book? What do you think has happened to the bubbles?’ What do you think is I the puddles? What do you think would be left over from the bubble mixture? Supported with: ‘Good explanation!’; ‘Good talking’; ‘What a good scientist you are!’ Magnifiers offered but not much interest—too busy with bubbles! Also deliberate scaffolding/ pushing for development of questions from wonderings Lots of vocabulary development from science	Gathering/using evidence to answer their questions-with strong support and guidance!! Student question: can you catch a bubble on your finger Teacher: who caught a bubble on their finger? Student Question: Can bubbles be different shapes? Teacher had provided different shapes to blow bubbles with—they identified different sizes but did not get different shapes	As above: observation but with links to vocab; ‘I am looking for lots of colour words!’ Reinforced with lots of praise ‘I’m so proud of you and your looking today!’
Teacher-led/demonstration	No—apart from choice of bubbles topic and leading imagining of observation of bubbles popping	Teacher led to answer children’s questions	Teacher led from children’s questions but also her own focus on bursting
Instructions Verbal/written/text	Verbal	Verbal	Verbal
Student involvement Decision about what to do:	All students were allowed to play with the bubble mixture: organisation allowed them each to have their own mixture and they each explored independently. Teacher suggested some things to look carefully at—focus was on what happens when the bubble bursts. ‘Look carefully at the ground where it bursts.’	Student questions—answered with strong guidance from teacher but students involved as much as possible—e.g., Aggie gives out equipment as it is her question to be investigated Some students (advanced readers) have made a different mixture from school journal which is also investigated	Student questions but also teacher idea for activity
Investigate		Yes
Choose equipment	No	No	No
What to measure	NA	Invited to suggest how they could find out e.g. why do they pop? Teacher: How could we find out? Child: We could look at bubbles… Child 2: Could look in a book… They do the next day! Books as referents?	No
How to record results	No	No—simple observation	No
How to analyse/summarise	No		No
Time given to think	Time to play and explore	Time to play and explore	Time to play and explore
Critique their own design
Critique others design
How was the investigation concluded Reflection:	Reflection—considerable time spent by teacher recording individual ‘I wonder’ statements. Children got a bit bored and restless on the mat while other did theirs	Reflection—using evidence from observations to answer each child’s questions	Reflection—children draw bubbles and the colours they saw
Quality of engagement	Enthusiastic: all!! Perseverance: most Attentive: most	High during practical outside, but lost interest in any talk time after about 5 min—rolling round on carpet During investigation: Enthusiastic: most Perseverance: most Attentive: most	Enthusiastic: most Perseverance: most Attentive: most
On-task behaviour	Most	Most during investigation some during talk time afterwards	Most
Researcher’s view	Focus: observation and fostering curiosity Students learnt ‘What happened when I…’ for bubbles. They followed their own lines of interest and observation, some with long intense periods of concentration: trying to join two bubbles together or trying to catch a bubble on a leaf or stick Children making useful observations in response to teacher Question: ‘When they pop they never come back’ ‘When some of the bubbles popped something was left’	Focus was on gathering evidence to answer their own questions Children were interested in their question but not others… child on tape was interested in HER question and what she did to find out Children care and know whether or not their question has been answered- one child interviewed had not had her question answered—thought they would next time…	Children were able to give specific detailed observations about the colours they had seen ‘I can see a rainbow!’ ‘I can see purple!!’

Appendix 3.2 Student Post-unit Questionnaire—Patsy’s Fizzing and Foaming (Acid/Carbonate Reactions Unit with Year 5–6 (8–10 Years Old) Students