The Nature of Science

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The Nature of Science

• This document can be freely copied and amended if
  used for educational purposes. It must not be
  used for commercial gain. The author(s) and web
  source must be acknowledged whether used as it
  stands or whether adapted in any way.
• Download K1.1_2.1a Ideas and evidence Authored
  by Keith Ross University of Gloucestershire
  accessed from
• www.ase.org.uk/sci-tutors date created February
  2006

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The Nature of Science

• Currently this is covered by Sc1 Scientific
  Enquiry of the science national curriculum
  Ideas and evidence and Investigative skills.
• Here we deal with Ideas and evidence

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Some questions to begin with

• 1a. What are some of the 'big' ideas of science,
  and when did they become an accepted part of our
  understanding?

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1b. Arrange these words and link with arrows to
show how you think science works
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Q2 Starting with childrens ideas

• If you wrap a block of ice cream up in a blanket,
  will it melt faster, slower or at the same rate
  as the unwrapped one left in the same room at
  room temperature?

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  Q3 Starting with childrens ideas

• The Candle

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Q4 Draw a scientist

• Draw a scientist doing something scientific.
• Draw what you think pupils at age 8 and 16 might
  draw, then make your own attempt.

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Commentary on questions

• 1a. Big Ideas compare your list with the topics
  in the National Curriculum. Scientists have
  created these ideas over the centuries, and they
  have been tested by experiment and observation
• 1b. What is science? Science starts by noticing
  things, this leads to the creation of ideas which
  have to be tested by further observation/experimen
  t. By communicating the ideas they can be further
  tested and become accepted until they become
  inadequate and need to be revised or replaced.

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2. Ice-cream question

• Many children (and adults) have the idea that
  blankets are intrinsically warm, so the ice-cream
  will melt faster if wrapped in a blanket.
• This is the conjecture or guess.
• It is an idea or theory which we then have to
  test against reality.
• When the experiment is performed many are
  surprised that the wrapped ice-cream stays frozen
  longer then the unwrapped one.

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3. The Candle

• It seems that the wax is retarding the flame -
  slowing the burning of the wick.
• Fatter candles last longer.
• But
• Where does the extra energy come from in a fat
  candle the wick is the same size?
• What about candles with liquid wax oil
  lamps how do they work?
• Childrens ideas can change during teaching, just
  like scientists ideas do over historical time.

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Ideas and evidence

• Practical work by scientists is only a small part
  of the process of being scientific. The thinking
  and generation of ideas that give purpose to it
  all are equally important.
• The remainder of this presentation looks at the
  place of practical work in school to ensure that
  it also has purpose.

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The purposes of practical work

• Science teaching is dominated by practical work.
• Ensure time devoted to it is well and justifiably
  used.
• The rusting workshop that follows allows us to
  examine the rôle of practical work in secondary
  school.

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Analysis of practical work

• Avoid 'recipe-following.'
• Three kinds of practical work (Sutton 1992).
• Experiencing a phenomenon.
• Basic skills - equipment, display, techniques.
• embed new skills into an investigation, but keep
  it simple.
• Investigating - fair testing, classification,
  observation,
• Identify a purpose for every practical activity.

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Practical or word work?

• .... there remains a problem of connecting
  practical work with the discussion and
  appreciation of ideas. ... (Sutton 1992)
• WORD WORK should form the core of a science
  lesson.

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Q4 Draw a scientist
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Your views on science

• Draw a scientist doing something scientific.
• What is science?
• What do scientists do in their work?
• How is science useful?
• Can science create problems in the world?
• Why should primary children learn about science?
• What do children do when they are doing science?
• What are your feelings about science?

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• This is the sort of picture that will be conjured
  up by pupils of all ages.
• Is this the image we want pupils to retain?

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The egg-head scientist
Feature Quality Attitude to science
White coat Clinical, abstract, physical, unemotional Unrelated to real life
Test-tubes, Bunsen burner etc. Reductionist Failure to connect with the whole
Glasses/Egg-head Learned, intellectual, clever, emotionally dysfunctional Difficult subject - hard to succeed
Male Patriarchal authority, power of knowledge Unquestioned authority or dangerous
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