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Elementary Science Education: a Look at How British Schools Do It

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Elementary Science Education: a Look at How British Schools Do It EElleemmeennttaaryry SSccieiennccee EEdduuccaattioionn:: AA LLooookk aatt HHooww BBritritisishh SScchhoooolsls DDoo IItt ((aanndd AAsssseessss IItt)) 20042004 NSTNSTAA RegRegionalional ConferenceConference Michael L. Bentley, EdD Associate Professor, Science Education University of Tennessee Dept of Theory & Practice in Teacher Education 404A Claxton, Knoxville TN 37996-3442 865-974-3656 • [email protected] • Website: http/web.utk.edu/~mbentle1 ThThee samplesample ofof schschoolsools visitedvisited werewere locatedlocated inin YorkshYorkshire,ire, EEnglandngland • In June 2004 I visited several public and private English schools to learn about the local curriculum and the state of science education in those schools. • The schools were: Giggleswick School (a private boarding school, ages 4-18) Giggleswick Primary School, a community school, ages 5-10 Rathmell Church of England Primary School, ages 5-10 Settle High School, a community school, ages 13-18 school, ages 13-18 Ratmell Primary School, art area Settle in Ribblesdale OOppppoorrttuunniittyy kknnoocckkeded…… • Our family of five traveled to England for a pulpit exchange between my wife, the Rev Susan Bentley and the Rev Peter Yorkstone Vicar of St. Alkelda’s, St. James’s link church in the Anglican Diocese of Bradford • Yorkstone heads the local school board and arranged contacts and visits at several local community schools and the elite “public” (private) Giggleswick School • Additionally I interviewed teachers and administrators, a high school student and several primary students Giggleswick & Settle are in the Yorkshire Dales National Park A Guide to the Yorkshire Dales … http://www.yorkshiredales.net/visinfo/ydales/d_dalesgde.asp Ingleborough, 700 m high - crest was above glacier, inhabited by Britons, ca 500 BC Remnants of medieval agriculture can be seen in the Yorkshire dale’s dry stone walls. AAtt tthhee FFiieldeld SSttuuddyy CCenentterer aatt MMaalhlhaamm TTaarrnn,, oonnee ooff mmaannyy susucchh ccenenttererss aavvaaiilalabblele foforr tteaeacchhererss aanndd ststuuddenenttss foforr ececoolologgiiccaall ststuuddiieses SSuurrrroouunnddeded bbyy tthhee nnaattuurraall bbeaeauuttyy ooff kkaarrstst ttooppooggrraapphhyy Janet’s Foss, Yorkshire Dales National Park SStt.. AAlklkeldeldaa’’ss CChhuurrcchh,, AADD 11116600,, GGiiggggleswleswiicckk MyMy initialinitial questionsquestions • What is science education like in these schools? • How does their curriculum differ from ours? • What assessment is used? • How do the English kids stack up in international comparisons of science literacy? • What is English science Classroom, Rathmell C of E School teacher education like? SomeSome basicsbasics aboutabout educationeducation inin EEnglandngland • Education systems of England, Wales & Northern Ireland are broadly alike. Scotland has always been completely separate, having its own laws & practices • The school day is like that in US, but ‘public’ schools have a different schedule • There are 190 school 500+ year old Giggleswick School days/year for students, 195 for teachers BBasics,asics, continuedcontinued • In 1988 the National Curriculum was introduced into schools in England and Wales. It sets out what students should study, what they should be taught and the standards that they should achieve. The National Curriculum is Giggleswick School library statutory in England and Wales. BBaasisiccs,s, ccoonnttiinnuueded • Compulsory schooling begins at 5 in England, Wales & Scotland, at age 4 in No. Ireland. In elementary, there is little specialist science teaching- emphasis is on literacy, math. At 7 many move to junior schools. Usual age for secondary school is 11 years in England, Wales, No. Ireland, 12 in Scotland. • In some areas students go to a first school for 3-4 years, then a middle school for 3-4 years before moving to high school. Giggleswick School computer lab • All students study all 3 sciences every year until age 16, specialize the last two years. School years: Primary Education Infant School or Primary School Reception, age 4 to 5 Year 1, age 5 to 6 Year 2, age 6 to 7 (KS1 National Curriculum Tests - England only) Junior School or Primary School Year 3, age 7 to 8 Year 4, age 8 to 9 Year 5, age 9 to 10 Year 6, age 10 to 11 (The Eleven Plus is an examination given to students aged 11 to select whether they go to a grammar school or to a secondary modern. In most parts of the country this test has been abolished in favor of the comprehensive school system; however it still remains in places.) PPaastst isis pprroolologuguee Back in the 60s and 70s… “…major curriculum innovation was undertaken by the Nuffield Foundation which funded an extensive series of curriculum reforms… (putting) greater emphasis on the ‘processes of science’, arguing that the knowledge base was ever-changing and therefore of less value and importance” (Millar & Osborne, 1998, p. 6) ScienceScience curriculumcurriculum inin EEnglandngland • Reforms such as Science 5–13 in the 70s led to more awareness of the value of science education for elementary children. Yet reform results were disappointing. • “…1985 Policy Statement Science 5 –16, (says) that science should be a key component of every child’s primary education, and that this should include topics from both the physical and biological sciences, taught with an emphasis on practical investigation and inquiry.” (Millar & Osborne, 1998, p. 6) • Science curriculum has undergone modifications in 1989, 1991, 1995, and overlooking Settle and Giggleswick 2000 and there are national tests at ages 7, 11, and 14. Children at Rathmell Primary 21 MyMy observationsobservations • Attention to learning spaces - elementary = arty, busy; secondary tidy, hi-tech • Up-to-date technologies at all levels, with ceiling-mounted projectors, and ‘smart boards’ Giggleswick Primary School • Much the same curriculum content, different ethos in each school • Strong arts programs • Lots of environmental education in elementary schools SurprisinglySurprisingly richrich useuse ofof techtechnologynology Smart board, Rathmell Church of England Primary School FirstFirst raterate • Field Studies Centers throughout England, visited one at Malham Tarn, N. Yorkshire Gordale Scar trail, Yorkshire Dales NP Matt Bentley by R. Ribble, across from Settle SomeSome issuesissues inin EEnglishnglish sciencescience educationeducation • AA qquueesstitioonn ooff ththee “The existing stress on content aapppprroopprriiaatetenneessss ooff ththee limits the study of components such as the nature of science; ccuurrrriiccuulluumm the role of scientific evidence, probability and risk; and the ways in which scientists justify their knowledge claims – all of which are important aspects necessary to understand the practice of science. (Millar & Osborne, p. 9) MMoorree iissussueses -- ccuurrrriiccuululumm • Positivist view of the nature of science “…the current curriculum retains its past, mid-twentieth- century emphasis, presenting science as a body of knowledge which is value- free, objective and detached – a succession of ‘facts’ to be learnt, with insufficient indication of any overarching coherence and a lack of contextual relevance to the future needs of young people.” (Millar & Osborne, p. ) OOtthherer aaspspecectts,s, ccoonnttiinnuueded • Curriculum not aligned with a model of development for children • “…science curriculum … fails to take adequate account of the diversity of interests and aptitudes of young people of this age.” • “…the questions…are: ‘Why does an education in science matter?’ and ‘Who is science education for?’” (Millar & Osborne, p. 10) Ian Shevil, science storage Giggleswick School IIssussues,es, ccoonnttiinnuueded -- iinnaapppprroopprriiaattee aassessmssessmenentt • English students are said to be the most tested in the world • “…too much of the summative assessment of students is still based on factual recall which bears little relationship to the sorts of situations beyond the classroom, where students may need to apply their scientific knowledge and skill, and where an ability to sift, sort and analyse information is paramount.” (Millar & Osborne, p. 8) MMoorree iissussues,es, ccoonnttiinnuueded • English teachers have a heavy school work load • Lack of adequate supplies for community (public) schools • Equity gap between the public (private) and community schools ThThee majormajor obstacleobstacle toto chchangeange • “Essentially, the fundamental problem for the current system, which is not unique to science education, is that there exists no mechanism for systematically encouraging innovation and curriculum development.” (Millar & Osborne, 1998, p. 34) KKeyey rrececoommmmenenddaattiioonnss ooff 11999988 rrepepoorrtt • Presenting content: “…science • Science for 5-16 should be education should make much primarily for scientific literacy greater use of one of the world’s most powerful and pervasive ways of communicating ideas – • Curriculum later in high school the narrative form ...” should provide for career (Millar & Osborne, 1998, p. 17) specialization • A wide variety of teaching • Curriculum aims should be methods & approaches should be clearly stated employed by teachers • Give “…greater weight to an assessment • The curriculum should introduce of a holistic understanding of the major students to inquiry and the NOS scientific ideas and a critical understanding of science and scientific reasoning.” (Millar & Osborne, 1998, p. 29) • Applications of science and the use of technology should be part of the curriculum HHooww ddoo EEnngglilishsh kkiiddss
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