• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Children's ideas in Science

Extracts from this document...

Introduction

Harlen (1997) identified various techniques which can be used to enable children to reveal their ideas. These include: - questioning, asking children to draw or write about what they think is happening, discussing their writing or drawing with their teacher and initiating a group discussion. With Harlen's view in mind and considering the class topic of materials being focused on in Science, my partner and I decided to plan a lesson that explored children's ideas of what particular objects are made from and what they were prior to the object they are now. It was felt that in order for children's ideas to be highlighted, visual cues would be beneficial. Harlen (2000:125) supports this and affirms "There are often products or artefacts at several stages of children's activities which all have the potential to indicate children ideas." The use of visual aids did help children respond to the questions asked and assist children develop their ideas. They ensured the children were focused and also ensured the children were kept on task. For one of the examples, it may have proved more effective if the visual objects had been provided for each stage that the object had been through to get it to what it is now. ...read more.

Middle

This emphasised the benefit of using writing within a lesson in order to find out children's ideas. Peacock (1997:42) acknowledged that when engaging on a new topic in the classroom it is important to find out "what children already know and believe" When discussing with the children what bread had been before it was actually bread some of the children expressed that bread had been wheat. This proved quite difficult, as what the child was saying was not entirely incorrect. Here my partner and I had to explain that wheat is used to make flour and flour is used to make bread, therefore bread had not exactly been wheat before it had been made into bread, but flour had been wheat before it had actually been flour. If this lesson was repeated, I would either change some of the objects focused on or make bread with children beforehand. In the situation, with what we were faced it was decided that the making of bread would be undertaken as an extension activity so the children could see clearly what the bread had been prior to it being made into bread. Jarvis (1991:3) supports this view and suggests "Practical opportunities are needed to enable children to accept alternative interpretations as well as to confirm accepted beliefs." ...read more.

Conclusion

It ensures that children's ideas can be clarified, tested, discussed and extended and also can dispose any misconceptions. Posner et al (1982) as cited by Dickinson and Flick (1999) highlighted that the recognition of children's ideas is imperative in order for children to develop a conceptual understanding of science content. Through the extension activity, it was possible to show children what different objects have been prior to what they are now. However if it wasn't for finding out about children's ideas beforehand then this may have not been noted. As Anderson and Smith (1986) cited by Dickinson and Flick (1999) pointed out, through results on a school study "children can proceed through school and retain misconceptions about many science concepts." From finding out children's ideas, my partner and I were also able to use the knowledge of the children to help scaffold them to more accurate levels of understanding. Dickinson and Flick (1999) illustrated that through gaining knowledge of children's ideas it is possible for children to develop more accurate understandings of science. Through the school based task it has been highlighted what techniques are beneficial in obtaining children's ideas and the value of using them prior to teaching a lesson. As Dickinson and Flick (1999) asserts "The ability to orchestrate discussions that elicit children's ideas and help children build on and change them, is an important component of effective science instruction. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Developmental Psychology section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Developmental Psychology essays

  1. I am trying to find out whether it is easier for children in England ...

    The further you live the longer it takes to get to school. I will investigate this area of my hypothesis if I feel my preliminary data needs backing up or more support is needed to extend my hypothesis. Therefore, I will only use this additional factor if the rest

  2. MENTORSHIP ASSESSING

    first patient and then observing Rachel carrying out the skill with the second patient, would be appropriate. Learning Outcome 6.3. Quinn (2000) alleges that a teaching plan can help to minimize the chances of omitting some vital part of the session to ensure that all the necessary factors have been considered.

  1. Is Homework Beneficial to Children in Any way?

    Without doubt, the biggest influential source in this argument is the government. The Department for Education and Employment (DFEE) promotes homework and sees it as beneficial. So much so that in the 1997 white paper "excellence in schools" they purposed that national guidelines on homework should be set.

  2. I have decided to do my portfolio on Beaufort Park School, for several reasons. ...

    * It is the parent's responsibility to ensure that their child attends school on a regular basis. * If the child is going to be absent, then parents are advised to telephone the school * Parents will receive invitations

  1. The Teaching of Writing.

    Children's writing progresses through stages. In the initial stage the child recognizes that the marks he has made on paper represent a message and there is direct link between speech and writing. They also begin to follow writing conventions, for example text is written top to bottom and left to right.

  2. I am to provide some fun activities for a group of children to extend ...

    The curriculum includes: "The curriculum also includes: English: reading, writing, language and communication. Math Science: Biology, Chemistry and Physics. Technology: Design technology and Information technology. Geography History Art Music Physical education" (Pg.Tassioni Etal 1999) All these areas are important for a child, as they need a good all round education.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work