Research School Network: Providing Practical Science Opportunities in this New Normal

When schools closed during the lockdown, many schools were forced to quickly think how science learning could continue in the online classroom setting. For many schools the learning shifted to knowledge based learning where children were learning facts and presenting them in creative ways. Even schools who tried to balance this with working scientifically skills based learning did so with the barriers of not knowing fully what resources children had access to at home or what adult support – if any – they would have. The importance of practical hands on experience in science has been highlighted most recently in the The Education Endowment Foundation’s report – ​‘Improving Secondary Science’ ( EEF; 2018) where it highlighted how purposeful practical science activities can have huge significance in the learning process. They increase engagement levels of children, help develop key scientific skills and understanding of the process of scientific investigation and develop a broad understanding of key scientific concepts. These are as important, if not more important in primary schools if we are to facilitate our children leaving primary school with the curiosity and interest to engage further with science as they get older. Like many other subjects, science education is one of the keys to social mobility.

So what now? School life peri-covid 19 poses a new challenge for teachers when it comes to practical teaching. But like all good teachers we focus on how we will overcome the challenge as opposed to seeing it as a wall we cannot climb. We cannot predict how long this challenge will be around, nor can we ignore the research and evidence that tells us how important practical work is. (Gatsby; 2017) So how do we manage this new normal?

It may be a while before we can determine the most effective strategies moving forward but these are the initial strategies being explored further at Billesley Primary School.

Key Aim: Reducing and if possible avoiding the sharing of equipment

The aim where possible is for each year group to have access to their equipment for the topic duration and then each classroom to have and keep their allocation. The aim is for equipment to be sanitised after use regardless of when it will be used again.

Providing chn with individual sets of resources can work if the availability is there.


For example; a year 2 lesson involving melting chocolate could involve each child having their own square of chocolate in their own plastic bag. A year 4 lesson involving melting could involve each child having their own ice cube to handle.

Providing a small group of children a shared set of resources can also work if hand washing is enforced after the task is completed and that each set of resources is sanitised after use.


For example, a year 3 lesson on magnets involving children testing items could involve children working in pairs or small groups sharing the magnet and without touching the given tray of objects testing if they are magnetic or not. A year 6 lesson on separation involving sieving, filtering and use of funnels could involve a small group sharing the sieve then wiping it down before swapping.

Small groups with assigned roles for set up and measurements.


For example, a year 6 lesson involving dissolving could have each child assigned a role to carry out the investigation. One child can collect the water needed. One child can have a thermometer to record water temperature and one child can add the solid and stir. This way unnecessary sharing of equipment is restricted.

Observing demonstrations – using visualisers or live streaming to project onto whiteboards


For example, if restrictions on resources mean the children can not set up the activity themselves this does not remove the ​‘practical’ possibility as teachers demonstrating from the front of the classroom can be a solution. The use of visualisers can allow children to see the demonstration without having to move from their seats or cluster together. In the same way a teacher demonstration could take place as part of a carousel of activities with the teacher showing one area of the classroom at a time. The children’s role working scientifically may then shift to observation, measurements, displaying results etc as opposed to the set up process. The children can dictate what the teacher does using discussion to see if children agree with each other that they are setting up a fair test or that the correct variable has been chosen to answer the question. Teachers can direct this through clear„ planned questioning.

Virtual and digital science – using pre – recorded demonstrations, science simulations and online clips


Using online video clips or interactive activities can provide a virtual way for children to have hands-on experience as long as we plan how we are going to get children to engage in an effective way. SImply watching a video does not replace the process our brains go through when doing something ourselves. For this reason it is important that, through planned questioning and discussion, children engage in critical thinking alongside the watching of something taking place. Science simulations can also be used when it becomes necessary. For example the DC Circuit Builder allows children to build circuits and test to see if they work. The Melting and Boiling Simulator allows chn to see what happens to the molecules when an ice cube is heated and then the water is boiled.

Taking leaning outside


There are a wealth of resources available outside to replace the need to worry about sharing. For example a year 3 lesson involving learning about friction on different surfaces can be taken outside where there is an abundance of differing surfaces children can test how objects move differently on them. Children can even use their own pencil case as the object or their own shoe. In some instances, even taking a teacher demonstration outside may allow for children to be able to see what is happening easier than in a classroom.

Summary

It is a challenging time for everyone working in education. A challenge that keeps us thinking and reacting to this new normal. Practical science for the interim will feel less creative and less flexible. Children may not be provided with as much freedom when it comes to planning out how they will investigate an idea or what they will use. There may be restraints and challenges along the way however, with some extra thought and planning we can overcome these challenges in the most effective way possible…for now. A rich science curriculum must always strive to have ​‘frequent, purposeful and impactful practical work. (ASE; 2020) If we spend this academic year trying things out and having open discussions with one another, we will ensure the best possible outcomes for both children and staff when it comes to teaching science effectively.



Written by Nadia Moustapha ; (Science Leader and Year 3 Teacher at Billesley Primary School) published October 2020


<sub>References

ASE; (2020) ; Good Practical Science – making it happen post-Covid-19https://www.ase.org.uk/sites/default/files/GoodPracSci%20-%20Benchmarks%203.0.pdf

The Education Endowment Foundation ; (2018); Improving Secondary Science

https://educationendowmentfoundation.org.uk/tools/guidance-reports/improving-secondary-science/

The Gatsby Charitable Foundation ; (2017) ; The Good Practical Science Report

https://www.gatsby.org.uk/uploads/education/reports/pdf/good-practical-science-report.pdf

Emma Woodley ; ASE ; (2009); Practical work in school science – why is it important?

http://www.gettingpractical.org.uk/documents/EmmaWoodleyarticle.pdf

Online Simulations Site

https://www.pbslearningmedia.org/collection/simulations/ last accessed 8/10/20</sub>