Suggest you provide your colleagues with a table of data and ask them to draw a line graph using the data. See if you can spot any similarities in approach! #ASEchat
There was a poll and the top response was 'what is the difference between school science and real science?' No one has followed up with a comment yet, but we are waiting! #ASEchat
Interested in this since attending the @royalsociety Education event. Made me wonder if School Science and cutting edge science can be easy bedfellows. #asechat
Not sure the science we 'sell' in school is really that cur t and dried, but it makes our lives easier if we present it that way - eg - 'there are three states of matter' #ASEchat
Yes, in school Science you have to get the answer ‘right’, but in real science you spend much of your time being wrong, or at least not as right as you’d ideally like. #asechat
There is a difference between real science and school science... maybe necessarily so... do we have to learn the basics before we get into the real stuff #ASEchat
School science is by its nature artificial - trying to distill hundreds of years of discovery into small chunks and giving pupils a ‘method’ that is loosely based on something that had a lot of trial and error in it. Little room for failure in school science as well? #asechat
Interested in this since attending the @royalsociety Education event. Made me wonder if School Science and cutting edge science can be easy bedfellows. #asechat
We looked at some of the science that is on the Royal Society’s agenda like machine Learning and ocean floor resources. Can we teach about these in the current curriculum? #asechat
So what about teaching children to deal with problems through practical science where they can learn from mistakes - I would give credit for that #ASEchat
We looked at some of the science that is on the Royal Society’s agenda like machine Learning and ocean floor resources. Can we teach about these in the current curriculum? #asechat
‘Force is that which tends to change the state of rest or uniform motion of an object in a straight line’ (Abbot, 19-something) Didn’t realise for years what I had learned by heart at high school. #ASEchat
I do not mean by real science that we should be setting children tasks that are a waste of time, but allowing them opportunities to investigate for themselves #EPQ#ASEChat
An exemplar that shows how we package things to teach them before children understand the component parts, so they can parrot the 'right answer' ?? #tryingtogetarise#ASEChat
The @RISchools idea is great for this - researchers teach 4 days pw and can continue their research - as long as they share it with their classes. #ASEchat
I think it is important to reflect what science is - that is helping them understand that scientists are seeking to explain the physical world around us #asechat
So school science includes collecting and analysing data, and deciding what it means. Thinking about errors and working out how to improve, this feels like real science #asechat
what else?
This links to when to reform curriculum. It has been suggested every 10 years or so a large revision is needed as that is the time scale of large knowledge shifts and updating too often to account for ‘new’ knowledge may not reflect what is valuable in the long term #asechat
Perhaps not at moment - not because curriculum is overstuffed, but because assessment has become too high stakes people are afraid to wander from the spec #ASEChat
Can we afford not to teach 'real' science in schools? If we only produce assessment trained robots, where is the love and excitement of science going to come from for the next generation? #stuffyourassessments#ASEChat
A small task for you Marc - in the last 20 years what science has been removed from the GCSE curriculum because it is outdated, to make space for new science? #ASEChat
Was once told that a science PhD is six month's work that takes 3 years to do. The progress culture in schools works against it, but also- how many young people would be turned on to science by that? (Though I'd love to try citizen science projects with right people) #ASEChat
#ASEchat - there will be loads of ideas here to bring science teaching alive! Just 25 places left now for those of you able to get to Canterbury on a Saturday...
The clip explains, you can buy the boxes, or make your own, but best if you get someone else to do it, so you REALLY don’t know whats in them
@Bio_Joe had a go at using them #asechat
Help! In curriculum model discussions, a proposal for 55min lessons no doubles at all has been put forward. Has anyone run a level bio pracs in this time? #asechat
Technically nothing in the curriculum should become outdated if you build one centred around conceptual development. However if lots of contexts or specifics are added then they will need changing or if there is a fundamental shift in subject understanding #asechat
In reply to
@ViciaScience, @hrogerson, @NeedhamL56
For anyone wondering, my definition of 'real' science is to take students that are learning about forces to see and measure a crash test. Or getting the Y7s into a national competition to build rocket cars etc etc. Make science real, bring it out of the dusty textbooks! #ASEchat
And James Watson. Also vile. I have a soft spot for Le Chatelier and Oliver Lodge (should have been one of the UKs great physicists but spent his career mostly looking for ghosts).
Recently the best lesson I taught was about density and Archimedes.
Following that a lesson about Tesla and how Edison wasn’t really the person behind the 💡!
I hope that most exam questions will be application of ideas in new contexts and therefore teachers who have used lots of contexts to show how scientists work will have given their students a good flavour of science AND prepared them well for the exam. #asechat
There is a danger perhaps that the assessment system may not be able to keep pace with the growth in scientific knowledge, so focus on historical rather than cutting edge? #ASEchat
#asechat no, school's have the flexibility/ expectation to create a school curriculum with National as minimum, only if not academy or free others do just a school curriculum!
In reply to
@MarcNeesam, @ejsearle, @sciencealldaly, @ViciaScience, @hrogerson, @NeedhamL56
Brilliant - every home should have one (a set of mystery boxes) We have similar but they are bottles of cleaning fluids - guess what each is for #ASEChat
The concern for assessment is consistency in the use of a context in schools so if introduced in an assessment the context doesn’t derail the students and affect question outcomes/statistics. So they stick to safer ground #ASEchat
In reply to
@ViciaScience, @stevethedoc1, @hrogerson
The bio required prac of pH and amylase caught my class out. There was no way pH9 was ever going to change the iodine from blue-black but they thought it hadn’t worked #asechat
This then comes to how the curriculum is presented and how progress in understanding is developed over time in the curriculum. Effectively good curriculum design at the start. A curriculum built as a collection of important but uncohesive statements will have issues #asechat
In reply to
@ViciaScience, @hrogerson, @NeedhamL56
I understand the issues but I remain concerned about how examination performance has become the main driver rather than a solid science education #ASEchat
In reply to
@MarcNeesam, @stevethedoc1, @hrogerson
The bio required prac of pH and amylase caught my class out. There was no way pH9 was ever going to change the iodine from blue-black but they thought it hadn’t worked #asechat
That then comes to decisions when writing the curriculum about what is held as important. E.g the NGSS in America has a lot about forces and energy early on compared to England and a lot about modelling. #asechat
In reply to
@MaryUYSEG, @ViciaScience, @hrogerson, @NeedhamL56
If it is important then build the curriculum around it - there are not that many big ideas in biology! It would make more sense than dividing the curriculum up into types of organisms #ASEchat
In reply to
@MaryUYSEG, @MarcNeesam, @hrogerson, @NeedhamL56
For anyone wondering, my definition of 'real' science is to take students that are learning about forces to see and measure a crash test. Or getting the Y7s into a national competition to build rocket cars etc etc. Make science real, bring it out of the dusty textbooks! #ASEchat
The point is the choice of doing that isn’t wrong or right as it was a choice made in the context of their audience the curriculum was designed for. There is no one right way to make a science curriculum. More a range of ways depending on the context #asechat
In reply to
@stevethedoc1, @MaryUYSEG, @ViciaScience, @hrogerson, @NeedhamL56
Yes agree #ASEchat ppl hoping you can all help explore some real ‘Urban science’ issues by completing our survey. https://t.co/7jf2Y6aXMm We can reward you all with writing workshops!!
I understand the issues but I remain concerned about how examination performance has become the main driver rather than a solid science education #ASEchat
In reply to
@MarcNeesam, @stevethedoc1, @hrogerson
Indeed, and that’s where I went with it (via loads of questioning and getting them to draw diagrams of the enzyme)Think we are so used to using iodine to show it detecting starch that using it to show it changing to sugar confuses them. #asechat
What do we mean by curriculum? Marc referred to this earlier - there is a national Curriculum, but that should not be the only thing guiding the school curriculum. #ASEChat 1/2
In reply to
@ViciaScience, @MarcNeesam, @hrogerson, @NeedhamL56
I find it challenging to teach 'uncertainty' when social expectations are that scientists will have all of the answers #ASEChat#SISCON was good - science in social context
We have come to a situation where the exam specification is treated as though it is the curriculum, and ABs have responded by writing something that tries to be a scheme of work, but it shouldn't be. 2/2 #ASEChat
In reply to
@ViciaScience, @MarcNeesam, @hrogerson, @NeedhamL56
"But Geology ⚒ carries the day: it is like the pleasure of gambling, speculating, on first arriving, what the rocks may be;"
Darwin
#OTD in 1859, Charles Darwin is awarded the Wollaston Medal by the Geological Society of London for his geo-contributions
https://t.co/4QNHgyJ1dB
Great tweet @MaryUYSEG
when I talk to ABs about this they say this is what teachers ask for, not more space, but everything pinned down #creativity lost #asechat
We have come to a situation where the exam specification is treated as though it is the curriculum, and ABs have responded by writing something that tries to be a scheme of work, but it shouldn't be. 2/2 #ASEChat
In reply to
@ViciaScience, @MarcNeesam, @hrogerson, @NeedhamL56
#asechat@MaryUYSEG we have to look at the four National Curricular (Curriculums? it's late lol) plus those of Australia, New Zealand, Singapore and the #ngss in the USA
Should there be an edge at all? Surely a seamless landscape of school and real science would prepare our STEM students for adult life more effectively?
