There is quite a large jump in the theme from keystage 2 to keystage 3. Keystage 3 uses a lot more technical language and detail. Topics include weathering and erosion (Sc3 2d), the formation of rocks and the rock cycle (Sc3 2e), rock types (Sc3 2f), knowledge of the solar system and its study (Sc4 4b,e). Sc4 5a and b are also related to geology as they deal with coal, oil and gas as energy sources (as well as other energy sources) and also the formation of coal, oil and gas.
The concepts mentioned in keystage 3 are a little more abstract then in previous keystages with pupils having to visualise processes much more than actually observing them. Some of these topics pupils can often have problems in understanding because of their abstract nature.
Keystage 4 becomes even more abstract than keystage 3. In Sc2 (4i) the fossil record is discussed as evidence for evolution. In Sc3 pupils must learn about how useful substances can be made from rocks and minerals occurring naturally (2g), how the Earth’s atmosphere and oceans have evolved and changed over time (2p) and how the sequence of, and evidence for, rock formation and deformation is obtained from the rock record (2r). Within Sc4 3m earthquake waves are discussed and how they can be used for evidence of layering in the structure of the Earth. Sc4 3n discusses the Earth’s crust and upper mantle being composed of lithospheric plates and that tectonic plates result in the formation, deformation and recycling or rocks. Sc4 6f mentions the use of radioactivity including the radioactive dating of rocks.
Sc4 4a-f deal with astronomical bodies found throughout the universe, how gravity acts throughout the universe, the evolution of stars over a long time scale, ideas about how the universe originated and evolved and also about the search for evidence of life elsewhere in the universe.
In keystage 4 the emphasis is very much on looking at “the big picture”. Pupils move from looking at the Sun, Earth and moon in Keystage 2, to looking at the solar system as a whole in keystage 3 to finally looking at the universe at keystage 4.
This is mirrored in the geological topics of the N.C. In keystage 1 + 2 pupils are looking at simple ideas and describing things they can hold and touch (i.e. rocks), within keystage 3 they move to look at processes affecting rocks and forming then. Finally in keystage 4 they are looking at the Earth as an entire system and the large-scale processes that are associated with this, such as plate tectonics.
The progression of the theme is based on the Piagetian model of cognitive development. There are five stages of cognitive development according to Piaget (Monks and Dillon, 1995).
- Sensori-motor – Pre-school thinking.
- Preoperational – Keystage 1, “touchy-feely” science.
- Concrete – Keystage 2, molecular processes.
- Operational – Keystage 3, thinking becomes more abstract. Symbols and formulae used
- Formal Operational – Keystage 4, able to hypothesise, theorise and use models.
Piaget argued that cognitive development consisted of these major stages and that a child's cognitive performance depended more on the stage of development the child was in rather than on the specific task they were doing (U and A Cog Sci dictionary website 1). The theme I have followed appears to be laid out within the N.C. to follow this model of cognitive development.
However, recent research has challenged Piaget's theory of homogeneous performance within a given stage. Rather, it is argued that performance varies greatly within each stage and depends more on the acquisition and development of language, perception, decision rules, and real-world knowledge for any individual child. Some children may never even reach the later stages and many will progress through the different stages at different times (U and A Cog Sci dictionary website 2).
It would seem then, foolish to totally base a child’s learning on these theories, which may not be correct. If some children never reach the later stages of cognitive development then they will always struggle with their understanding of topics that require a higher level of thinking. At the same time children who may develop quicker and pass through these cognitive stages early on may find themselves being held back and suffering as a result.
Word Count = 880 words.
References
Monks, M. and Dillon, J. (1995) Learning to teach Science, The Falmer Press.
U and A Cog Sci Dictionary (Piaget's Stage Theory of development)
http://web.psych.ualberta.ca/%7Emike/Pearl_Street/Dictionary/contents/P/piaget%27s_stages.html
U and A Cog Sci Dictionary (cognitive development)
http://web.psych.ualberta.ca/~mike/Pearl_Street/Dictionary/contents/C/cognitive_development.html