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This piece of writing aims to address why pupils should learn science and what principles allow it to be taught effectively. It will draw on my own experiences through my initial teacher training as well as experiences of my own learning.

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Introduction

This piece of writing aims to address why pupils should learn science and what principles allow it to be taught effectively. It will draw on my own experiences through my initial teacher training as well as experiences of my own learning. To address the issue of why pupils should be taught science, I would like to begin with Davies (2004) suggests that '' A knowledge of science we are assured is essential for a proper understanding of the modern world. It is not......implicit local skills and understanding are enough." In the article, the author puts forward his view that it Is not necessary to teach science to all children of school age. However, if I had the opportunity, I would ask the author where best, during a pupils schooling would they best learn these ''implicit skills''? The answer is in being taught science! Science offers pupils the opportunity to use and develop skills which are transferrable to every walk of life. Drawing on Patch 3, the first pupil assessment, the task was to perform independent research. The pupil did this very successfully I can't think of any other subject where pupils need to dig and delve into the world around them, extract relevant information and use it in a productive way. ...read more.

Middle

This is encouraging and meets the Every Child Matters (DCSF, 2008) outcome of using science skills in occupations other than a science based role. It is important for pupils to develop and understanding that many occupations require an application of scientific understanding and skills and that being taught science is the best way for this to come about. Millar and Osborne (1998), point to that scientific developments 'permeate' almost all aspects of everyday life. How then, are we to maintain and progress in society if we are not educated to do so. Davies (2004) says that to 'tinker with a car' requires no scientific knowledge, but she seems to forget that science, that is the thinking, the testing and development of an idea brought about the internal combustion engine and continues in it's development to this day. Does the mechanic not need, even at a basic level an awareness of for example, how hydraulic systems control steering and brakes? Having looked at why science should be a part of the curriculum, we need to look at how to teach it effectively. There are many principles which underpin how to teach science but for the purposes of this essay, I will draw on those which I believe are most effective and which have taken part in my own learning. ...read more.

Conclusion

Scientific misconceptions play an important role; if a misconception is held by a pupil and is allowed to go unchallenged then that misconception is likely to affect pupils understanding and further learning. How can a pupil build on the knowledge they have if the foundation is already crumbling? To teach science effectively, a teacher needs to ensure that there is solid learning and understanding. All of these points link into the cognitive ability of the pupils and how we as teachers address that. We must recognise that the very nature of science is an abstract and children, especially those of a lower ability are unable to think in an abstract manner. Differentiation is key and by using this tool, teachers are able to address different levels of cognitive ability in the same lesson. Constructivism, the spiral curriculum, the use of practical work and variety also come into play as they provide avenues for engagement and bases to work from. From my teaching experience, if there is no engagement, there is no learning. Above all, in my teaching, I want to continue to use these principles, and the countless others which I have been unable to mention, to continue to be the best teacher I can. ...read more.

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